Experience Seamless Full Ebook Downloads for Every Genre at textbookfull.

com

Human Resource Management, 15e Joseph Martocchio

https://textbookfull.com/product/human-resource-
management-15e-joseph-martocchio/

OR CLICK BUTTON

DOWNLOAD NOW

Explore and download more ebook at https://textbookfull.com

 Recommended digital products (PDF, EPUB, MOBI) that
you can download immediately if you are interested.

Human Resource Management, 15th Global Edition Joseph J.

Martocchio

https://textbookfull.com/product/human-resource-management-15th-
global-edition-joseph-j-martocchio/

textboxfull.com

Strategic Compensation: A Human Resource Management

Approach, 9e Joseph J. Martocchio

https://textbookfull.com/product/strategic-compensation-a-human-
resource-management-approach-9e-joseph-j-martocchio/

textboxfull.com

Human Resource Management Robert L. Mathis

https://textbookfull.com/product/human-resource-management-robert-l-
mathis/

textboxfull.com

Human resource management Fifteenth Edition Dessler

https://textbookfull.com/product/human-resource-management-fifteenth-
edition-dessler/

textboxfull.com
Human Resource Management 11th Edition Derek Torrington

https://textbookfull.com/product/human-resource-management-11th-
edition-derek-torrington/

textboxfull.com

Biota Grow 2C gather 2C cook Loucas

https://textbookfull.com/product/biota-grow-2c-gather-2c-cook-loucas/

textboxfull.com

Introducing human resource management Seventh Edition.

Edition Foot

https://textbookfull.com/product/introducing-human-resource-
management-seventh-edition-edition-foot/

textboxfull.com

Fundamentals of human resource management David A. Decenzo

https://textbookfull.com/product/fundamentals-of-human-resource-
management-david-a-decenzo/

textboxfull.com

Comprehensive Stress Management, 15e ISE Jerrold Greenberg

https://textbookfull.com/product/comprehensive-stress-
management-15e-ise-jerrold-greenberg/

textboxfull.com
MediaShare for Business offers a curated
collection of business videos that provide
customizable, auto-scored assignments. Media
-Share for Business helps students understand
why they are learning key concepts and how
they will apply those in their careers.

93% 93% 94%

92% Pearson eText enhances student
learning—both in and outside the class-
room. Take notes, highlight, and bookmark
important content, or engage with interac-
tive lecture and example videos that bring
learning to life (available with select titles).
Accessible anytime, anywhere via MyLab
or the app.

eText Dynamic Personal Study

Study inventory Plan
Modules assessment

% of students who found

learning tool helpful

86%
of students would tell their instructor
to keep using MyLab Management
The MyLab Gradebook offers an easy way for students and
instructors to view course performance. Item Analysis allows
instructors to quickly see trends by analyzing details like the
number of students who answered correctly/incorrectly, time
on task, and median time spend on a question by question basis.
And because it’s correlated with the AACSB Standards, instructors
can track students’ progress toward outcomes that the organiza-
tion has deemed important in preparing students to be leaders.

“I was able to find myself actually learning at home rather than memorizing things for a class.”
— Katherine Vicente, Student at County College of Morris

For additional details visit: www.pearson.com/mylab/management

This page intentionally left blank
Human
Resource
Management
Joseph J. Martocchio

Fifteenth Edition

New York, NY
Vice President, Business, Economics, and UK Courseware: Donna Design Lead: Kathryn Foot
Battista Manager, Learning Tools: Brian Surette
Director of Portfolio Management: Stephanie Wall Content Developer, Learning Tools: Lindsey Sloan
Editorial Assistant: Linda Siebert Albelli Managing Producer, Digital Studio and GLP, Media Production
Vice President, Product Marketing: Roxanne McCarley and Development: Ashley Santora
Product Marketer: Kaylee Claymore Managing Producer, Digital Studio: Diane Lombardo
Product Marketing Assistant: Marianela Silvestri Digital Studio Producer: Monique Lawrence
Manager of Field Marketing, Business Publishing: Adam Goldstein Digital Studio Producer: Alana Coles
Field Marketing Manager: Nicole Price Project Manager: Nicole Suddeth and Raja Natesan, SPi Global
Vice President, Production and Digital Studio, Arts Interior Design: SPi Global
and Business: Etain O’Dea Cover Design: SPi Global
Director of Production, Business: Jeff Holcomb Cover Art: A-Digit/DigitalVision Vectors/Getty Images
Managing Producer, Business: Melissa Feimer Printer/Binder: LSC Communications, Inc./Menasha
Content Producer: Yasmita Hota Cover Printer: Phoenix Color/Hagerstown
Operations Specialist: Carol Melville

Copyright © 2019, 2016, 2014 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Manufactured in the United States of America.
This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in
a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information
regarding permissions, request forms, and the appropriate contacts within the Pearson Education Global Rights and Permissions department,
please visit www.pearsoned.com/permissions/.

Acknowledgments of third-party content appear on the appropriate page within the text, which constitutes an extension of this copyright page.

PEARSON, ALWAYS LEARNING, and MYLAB are exclusive trademarks owned by Pearson Education, Inc. or its affiliates in the U.S. and/or
other countries.

Unless otherwise indicated herein, any third-party trademarks, logos, or icons that may appear in this work are the property of their respective
owners, and any references to third-party trademarks, logos, icons, or other trade dress are for demonstrative or descriptive purposes only. Such
references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such
marks, or any relationship between the owner and Pearson Education, Inc., or its affiliates, authors, licensees, or distributors.

Library of Congress Cataloging-in-Publication Data

Names: Martocchio, Joseph J., author. | Mondy, R. Wayne, 1940- Human resource
management.
Title: Human resource management / Joseph J. Martocchio.
Description: Fifteenth Edition. | Boston : Pearson, [2017] | Revised edition
of Human resource management, [2016]
Identifiers: LCCN 2017037154| ISBN 9780134739724 | ISBN 0134739728
Subjects: LCSH: Personnel management—United States. | Personnel management.
Classification: LCC HF5549.2.U5 M66 2017 | DDC 658.3—dc23 LC record available at https://lccn.loc.gov/2017037154

1 17

ISBN 10: 0-13-473972-8

ISBN 13:978-0-13-473972-4
To my parents—for their sacrifices which have provided
me with great opportunities.
This page intentionally left blank
 Brief Contents

Part One Setting the Stage 1

Chapter 1 Human Resource Management: An Overview 2
Chapter 2 Business Ethics, Corporate Social Responsibility, and Sustainability 28
Chapter 3 Equal Employment Opportunity, Affirmative Action, and Workforce Diversity 52

Part Two Staffing 89

Chapter 4 Strategic Planning, Human Resource Planning, and Job Analysis 90
Chapter 5 Recruitment 120
Chapter 6 Selection 146

Part Three Performance Management and Training 179

Chapter 7 Performance Management and Appraisal 180
Chapter 8 Training and Development 208

Part Four Compensation 243

Chapter 9 Direct Financial Compensation (Monetary Compensation) 244
Chapter 10 Indirect Financial Compensation (Employee Benefits) 278

Part Five Labor Relations, Employee Relations, Safety, and Health 305
Chapter 11 Labor Unions and Collective Bargaining 306
Chapter 12 Internal Employee Relations 338
Chapter 13 Employee Safety, Health, and Wellness 362

Part Six Operating in a Global Environment 391

Chapter 14 Global Human Resource Management 392

    vii
This page intentionally left blank
 Contents

Part One Setting the Stage 1 Legislating Ethics 31

Creating an Ethical Culture and a Code of Ethics 34
Chapter 1 Human Resource Management: An Ethical Culture 34
Overview 2 Code of Ethics 35
Human Resource Management: What It is and Why It is Human Resource Ethics 36
Important 3 Linking Pay to Ethical Behavior 37
Why Study HRM? 4 Ethics Training 38
Human Resource Management Functions 4 ■■HR BLOOPERS: Sales Incentives at Pinser
Who Performs Human Resource Management Activities? 6 Pharmaceuticals 39
Human Resource Management Professional 7 Corporate Social Responsibility and Sustainability 39
Line Managers 7 Corporate Social Responsibility 40
Human Resources Outsourcing 8 Corporate Sustainability 42
Human Resources Shared Service Centers 8 Conducting a Social Audit 44
Professional Employer Organizations 9 Preparing for Exams/Quizzes 45 • Key Terms 46
More about HR Professionals 9 Questions for Review 46 • Preparing for My Career 46
■■HR BLOOPERS: Staffing Stone Consulting 9 ■■ETHICS DILEMMA: A Selection Quandary 46
Human Resources as a Strategic Business Partner in a HRM Is Everyone’s Business 47 • HRM by
Dynamic Environment 12 the Numbers 47 • Working Together: Team
Capital and Human Capital 13 Exercise 47 • INCIDENT 1: An Ethical Flaw 48
Dynamic Human Resource Management Environment 13 INCIDENT 2: Illegal Hiring 48 • Endnotes 49
The Role of HRM in Building Corporate Culture and Employer
Branding 16 Chapter 3 Equal Employment Opportunity,
Corporate Culture 16 Affirmative Action, and Workforce
Employer Branding 17 Diversity 52
Human Resource Management in Small Businesses 18 Equal Employment Opportunity and the Federal Laws
Country Culture and Global Business 18 Affecting EEO 54
Constitutional Amendments and the Civil Rights Act of 1866 54
Developing Skills for Your Career 20
Title VII of the Civil Rights Act of 1964, Amended in 1972 54
Communication 20
Equal Pay Act of 1963, Amended in 1972 57
Critical Thinking 20
Lilly Ledbetter Fair Pay Act of 2009 58
Collaboration 20
Pregnancy Discrimination Act of 1978 58
Knowledge Application and Analysis 21
Civil Rights Act of 1991 59
Business Ethics and Social Responsibility 21
Age Discrimination in Employment Act of 1967, Amended in 1978,
Information Technology Application and Computing Skills 21
1986, and 1990 60
Data Literacy 21
Age Can Actually Be a Bona Fide Occupational Qualification 60
Scope of This Book 21
Rehabilitation Act of 1973 61
Preparing for Exams/Quizzes 22 • Key Terms 23 Vietnam Era Veteran’s Readjustment Assistance
Questions for Review 23 • Preparing for My Career 24 Act of 1974 61
■■ETHICS DILEMMA: Broken Promises 24 Vietnam Era Veterans’ Readjustment Assistance Act of 1974, as
HRM Is Everyone’s Business 24 • HRM by the Numbers 25 Amended 61
Working Together: Team Exercise 25 • INCIDENT 1: HR Americans with Disabilities Act of 1990 62
After a Disaster 25 • INCIDENT 2: Parental Leave at Americans with Disabilities Act Amendments Act of 2008 62
Yahoo 26 • Endnotes 26 Immigration Reform and Control Act of 1986 63
Uniformed Services Employment and Reemployment Rights Act
Chapter 2 Business Ethics, Corporate Social of 1994 63
Responsibility, and Sustainability 28 Genetic Information Nondiscrimination Act of 2008 63
Defining Ethics and the Sources of Ethical Guidance 29 State and Local Laws 63
Business Ethics 29 Who’s Responsible for Ensuring Equal Employment
Sources of Ethical Guidance 30 Opportunity? 64
Equal Employment Opportunity Commission 64

    ix
x    CONTENTS

Office of Federal Contract Compliance Programs 65 Job Analysis Methods 105

Employers 65 Job Descriptions 107
Illegal Discrimination and Affirmative Action 66 Job Identification 107
Uniform Guidelines on Employee Selection Procedures 66 Date of the Job Analysis 107
Types of Unlawful Employment Discrimination 66 Job Summary 108
Affirmative Action 68 Duties Performed 108
Uniform Guidelines on Preventing Specific Illegal Job Specification 108
Employment Discrimination 70 Standard Occupational Classification (SOC) 109
Guidelines on Sexual Harassment 71 The Occupational Information Network
Guidelines on Discrimination Because of National Origin 72 (O*NET) 110
Guidelines on Discrimination Because of Religion 73 Competencies and Competency Modeling 110
Guidelines on Caregiver (Family Responsibility) Job Design Concepts 112
Discrimination 74 Preparing For Exam/Quizzes 114 • Key Terms 115
Discrimination Because of Disability 74 Questions for Review 115 • Preparing For My Career 116
Diversity and Diversity Management 75 ■■ETHICS DILEMMA: Which “Thinker”
Elements of the Diverse Workforce 76 Should Go? 116
Single Parents and Working Mothers 76 HRM Is Everyone’s Business 116 • HRM by the
Women in Business 76 Numbers 117 • Working Together: Team Exercise 117
Mothers Returning to the Workforce (on Ramping) 77 INCIDENT 1: Competitive Strategy at Buddy Dog Foods 1 17
Dual-Career Families 77 INCIDENT 2: Who’s Flying the Plane? 118 • Endnotes 118
Ethnicity and Race 77
Older Workers 78
People with Disabilities 78 Chapter 5 Recruitment 120
Immigrants 78 Recruitment and the Recruitment Process 121
Foreign Workers 79 Environment of Recruitment 122
Young Persons, Some with Limited Education or Skills 79 Labor Market Conditions 122
Baby Boomers, Gen X, Gen Y, and Gen Z 80 Active or Passive Job Seekers 123
■■HR BLOOPERS: Affirmative Action and Workforce Legal Considerations 124
Diversity 80 Internal Recruitment Methods 124
Multi-generational Diversity 81 Human Resource Databases 124
Lesbian, Gay, Bisexual, and Transgender Employees 82 Job Posting and Job Bidding 124
Preparing for Exam/Quizzes 82 • Key Terms 83 ■■HR BLOOPERS: Recruiting Skilled Machinists 125
Questions for Review 83 • Preparing for My Career 84 Employee Referrals 125
■■ETHICS DILEMMA: How About Me? 84
External Recruitment Sources 126
HRM Is Everyone’s Business 84 • HRM by the Numbers 85 High Schools and Vocational Schools 127
Working Together: Team Exercise 85 • INCIDENT 1: You’re Community Colleges 127
Not a Good Employee 86 • INCIDENT 2: So, What’s Affirmative
Colleges and Universities 127
Action? 86 Endnotes 87
Competitors in the Labor Market 128
Former Employees 128
Unemployed 128
Part Two Staffing 89 Military Personnel 129
Self-Employed Workers 129
Chapter 4 Strategic Planning, Human Ex-Offenders 129
Resource Planning, and Job External Recruitment Methods 130
Analysis 90 Online and Mobile Recruiting 130
HR Strategic Planning Process 91 Traditional Methods 134
Mission Determination 92 Tailoring Recruitment Methods to Sources 138
Human Resource Planning 96 Alternatives to Recruitment 138
Forecasting Human Resource Requirements 97 Promotion Policies 139
■■HR BLOOPERS: Workforce Planning at Master Overtime 139
Cleaners 97 Preparing for Exam/Quizzes 140 • Key Terms 140
Forecasting Human Resource Availability 98 Questions for Review 141 • Preparing for My Career 141
Shortage or Surplus of Workers Forecasted 98 ■■ETHICS DILEMMA: Unfair Advantage? 141
Succession Planning: A Component of Strategic HRM Is Everyone’s Business 141 • HRM by the
Planning 101 Numbers 142 • Working Together: Team Exercise 142
Job Analysis: Process and Methods 102 INCIDENT 1: A Problem Ad? 142 • INCIDENT 2: I Am Qualified,
Reasons for Conducting Job Analysis 103 Why Not Me? 143 • Endnotes 143
CONTENTS    xi

Chapter 6 Selection 146 Performance Criteria 184

Selection and Environmental Factors Affecting the Selection Responsibility for Performance Appraisal 185
Process 147 Performance Appraisal Period 187
The Selection Process 147 Choosing a Performance Appraisal Method 188
The Environment of Selection 148 Trait Systems 188
Preliminary Screening and Review of Applications and Comparison Systems 189
Résumés 151 Behavioral Systems 191
Selection Tests 153 Results-Based Systems 193
Preliminary Considerations 153 ■■HR BLOOPERS: Appraising Performance at Global
Advantages and Disadvantages of Selection Tests 154 Insurance 193
Characteristics of Properly Designed Selection Tests 154 Assessing the Effectiveness and Limitations of Performance
Test Validation Approaches 155 Appraisal Practices 195
Employment Tests 156 Characteristics of an Effective Appraisal System 195
Unique Forms of Testing 158 Limitations of Performance Appraisal 197
Legal Considerations 159 Legal Considerations 199
Employment Interview 160 Performance Appraisal Interview 199
Interview Planning 160 Scheduling the Interview 199
■■HR BLOOPERS: The First Interview 160 Interview Structure 200
Content of the Interview 161 Use of Praise and Criticism 200
Candidate’s Role and Expectations 161 Employees’ Role 200
General Types of Interviews 162 Concluding the Interview 201
Methods of Interviewing 163 Trends in Performance Appraisal Practice 201
Potential Interviewing Problems 164 Preparing for Exams/Quizzes 202 • Key Terms 203
Concluding the Interview 166 Questions for Review 203 • Preparing for My Career 204
Pre-Employment Screening and Background ■■ETHICS DILEMMA: Abdication of Responsibility 204
Checks 166 HRM Is Everyone’s Business 204 • HRM by the Numbers 205
Employment Eligibility Verification (Form I-9) 167 Working Together: Team Exercise 205 • INCIDENT 1:
Continuous Background Investigation 167 These Things Are a Pain 206 • INCIDENT 2: Good
Background Investigation with Social Media 167 Job! 206 • Endnotes 207
Remembering Hiring Standards to Avoid 168
Selection Decision and Evaluating the Effectiveness of Chapter 8 Training and Development 208
Selection Decisions 169 Training and Development and Related Practices 209
Making the Selection Decision 170 Training and Development Process 210
Evaluating Selection Decisions 170 Determine Specific Training and Development Needs 211
Preparing for Exam/Quizzes 172 • Key Terms 173 Establish Training and Development Program Objectives 212
Questions for Review 173 • Preparing for My Career 173 Training Methods 213
■■ETHICS DILEMMA: Hiring with Incomplete Training and Development Delivery Systems 217
Information 174 Implementing Training and Development Programs 219
HRM Is Everyone’s Business 174 • HRM by the Metrics for Evaluating Training and Development 219
Numbers 174 • Working Together: Team Exercise 175 Factors Influencing Training and Development 221
INCIDENT 1: A Matter of Priorities 175 • INCIDENT 2: National Human Resource Management Training Initiatives 223
Career Day 176 • Endnotes 176 Careers and Career Planning Approaches and
Methods 225
Traditional Career Path 225
Part Three Performance Management and Network Career Path 225
Training 179 Lateral Skill Path 226
Dual-Career Path 226
Chapter 7 Performance Management and Adding Value to Your Career 226
Appraisal 180 Demotion 226
Performance Management, Performance Appraisal, and the Free Agents (Being Your Own Boss) 227
Performance Appraisal Process 181 Career Planning Approaches 227
Performance Management 182 Career Development Methods 230
Performance Appraisal 182 Management Development 231
Performance Appraisal Process 182 Mentoring and Coaching 232
The Uses of Performance Appraisal and Performance Reverse Mentoring 233
Criteria 183 ■■HR BLOOPERS: Management Development at Trends
Uses of Performance Appraisal 183 Apparel 233
xii    CONTENTS

Organization Development and the Learning at Barker Enterprise 274 • INCIDENT 2: The Controversial
Organization 234 Job 274 • Endnotes 275
OD Interventions 234
Learning Organization 235 Chapter 10 Indirect Financial Compensation
Preparing for Exams/Quizzes 236 • Key Terms 237 (Employee Benefits) 278
Questions for Review 237 • Preparing for My Career 237 Indirect Financial Compensation (Employee Benefits) 279
■■ETHICS DILEMMA: Consequences of Inadequate Legally Required Benefits 280
Training Design 238 Social Security 281
HRM Is Everyone’s Business 238 • HRM by the Unemployment Insurance 281
Numbers 239 • Working Together: Team Exercise 239 Workers’ Compensation 281
INCIDENT 1: Career Development at Meyers and Brown 239 Health Care 282
INCIDENT 2: There’s No Future Here! 240 • Endnotes 240 Discretionary Benefits 285
Retirement Plans 286
Part Four Compensation 243 Life Insurance and Disability Insurance 288
Paid Time-Off 288
Chapter 9 Direct Financial Compensation Employee Services 291
(Monetary Compensation) 244 Workplace Flexibility (Work–Life Balance) 293
Total Compensation and the Environment of Compensation Flextime 294
Practice 245 Compressed Workweek 294
Direct and Indirect Financial Compensation 246 Job Sharing 295
Structure of Direct Financial Compensation Plans 247 Two-in-a-Box 295
Contextual Influences 248 Telecommuting 295
Direct Financial Compensation Components 252 Part-Time Work 296
Base Pay 252 ■■HR BLOOPERS: The Job-Sharing Problem at SunTrust
Cost-of-Living Adjustments 252 Bank 297
Seniority Pay 252 Customized Benefit Plans 297
Performance-Based Pay 253
Communicating Information about the Benefits Package 297
■■HR BLOOPERS: Motivating Software Development
Preparing for Exams/Quizzes 298 • Key Terms 298
Teams 258
Questions for Review 299
Person-Focused Pay 259
■■ETHICS DILEMMA: A Poor Bid 299
Building Job Structures 260
HRM Is Everyone’s Business 300 • HRM by the
Ranking Method 260
Numbers • 300 • Working Together: Team
Classification Method 261 Exercise 301 • INCIDENT 1: Flextime 301 • INCIDENT 2:
Factor Comparison Method 261 Communicating Benefits at Seaview Property Management
Point Method 261 Company 301 • Endnotes 302
Establishing Competitive Compensation Policies 261
Pay Level Compensation Policies 262 Part Five Labor Relations, Employee
Pay Mix 263 Relations, Safety, and
Building Pay Structures 263 Health 305
Pay Grades 264
Pay Ranges 265 Chapter 11 Labor Unions and Collective
Broadbanding 265 Bargaining 306
Two-Tier Wage System 266 The Role of Labor Unions 307
Adjusting Pay Rates 266 Why Employees Join Unions 308
Pay Compression 267 Prevalence of Unions 309
Exceptions to the Rules: Sales Professionals, Contingent Union Structure and Labor Strategies 310
Workers, and Executives 267 Structure of Unions 310
Sales Professionals 267 Organized Labor’s Strategies for Promoting a Stronger Labor
Contingent Workers 268 Movement 312
Executive Compensation 268 Laws Affecting Collective Bargaining 314
Preparing for Exams/Quizzes 270 • Key Terms 271 National Labor Relations Act 314
Questions for Review 272 ■■HR BLOOPERS: Stopping Unionization at Packer
■■ETHICS DILEMMA: Sales Tactics at Wells Fargo Industries 315
Bank 272 Labor-Management Relations Act 315
HRM Is Everyone’s Business 272 • Questions for Antidiscrimination Laws and Executive Orders 316
Review 272 • HRM by the Numbers 273 • Working Bargaining Unit Formation and the Collective Bargaining
Together: Team Exercise 274 • INCIDENT 1: The Pay Gap Process 316
CONTENTS    xiii

Forming a Bargaining Unit 316 OSHA and Whistle-Blowers 366

Collective Bargaining Process 318 OSHA and the Small Business 367
Bargaining Issues 319 ■■HR BLOOPERS: Health and Safety Problems at XIF
Preparation for Negotiations 321 Chemicals 367
Negotiating the Agreement 322 The Economic Impact of Safety 368
Overcoming Breakdowns in Negotiations 324 Workplace Safety Programs 368
Reaching the Labor-Management Agreement 327 Unsafe Employee Actions 368
Ratifying the Labor-Management Agreement 327 Unsafe Working Conditions 368
Administration of the Labor-Management Agreement 327 Developing Safety Programs 368
Public Sector Collective Bargaining 328 Accident Investigation 370
Grievance Procedure in a Union Environment 328 Evaluation of Safety Programs 370
Union Decertification 330 Musculoskeletal Disorders 370
Preparing for Exams/Quizzes 331 • Key Terms 332 Ergonomics 371
Questions for Review 333 • Preparing for My Career 333 Workplace Bullying and Violence 372
■■ETHICS DILEMMA: A Strategic Move 333 Workplace Bullying 372
HRM Is Everyone’s Business 334 • HRM by the Workplace Violence 373
Numbers 334 • Working Together: Team Exercise 335 Legal Consequences of Workplace Violence 374
INCIDENT 1: Break Down the Barrier 335 • INCIDENT 2: We’re Employee Stress and Burnout 376
Listening 336 • Endnotes 336 Potential Consequences of Stress 377
Stressful Jobs 377
Chapter 12 Internal Employee Relations 338 Burnout 377
Employment at Will 339 Substance Abuse, Substance-Abuse-Free Workplaces, and
Discipline and Disciplinary Action 340 Drug-Testing Programs 378
Disciplinary Action Process 341 Alcohol Abuse 379
Approaches to Disciplinary Action 342 Drug Abuse 379
Problems in the Administration of Disciplinary Action 344 Substance-Abuse-Free Workplace and Drug Testing 379
Employment Termination 345 Employee Wellness and Employee Assistance Programs 382
“Just Cause” as a Standard for Choosing to Terminate Wellness Programs 382
Employment 345 Social Networking and Wellness 383
Considerations in Communicating the Termination Decision 346 Employee Assistance Programs 384
Termination of Employees at Various Levels 346 Preparing for Exams/Quizzes 384 • Key Terms 385
■■HR BLOOPERS: Effective Discipline at Berries Questions for Review 386 • Preparing for My Career 386
Groceries 346 ■■ETHICS DILEMMA: In Confidence 386
Demotion as an Alternative to Termination 347 HRM Is Everyone’s Business 387
Downsizing 348 HRM by the Numbers 387 • Working Together:
Ombudspersons and Alternative Dispute Team Exercise 388 • INCIDENT 1: Something Isn’t
Resolution 350 Quite Right 388 • INCIDENT 2: A Commitment to
Ombudspersons 350 Safety? 388 • Endnotes 389
Alternative Dispute Resolution 351
More Considerations for Internal Employee
Relations 351 Part Six Operating in a Global
Transfers 351 Environment 391
Promotions 352
Resignations 352 Chapter 14 Global Human Resource
Retirements 354 Management 392
Preparing for Exams/Quizzes 355 • Key Terms 356 Evolution and Context of Global Business and Human
Questions for Review 356 • Preparing for My Career 356 Resource Management 393
■■ETHICS DILEMMA: To Fire or Not to Fire 356 Evolution of Global Business 393
Context of Global Business 395
HRM Is Everyone’s Business 357 • HRM by the
Numbers 357 • Working Together: Team Exercise 359 Global Staffing 400
INCIDENT 1: Employment at Will 359 • INCIDENT 2: To Heck with Expatriate 400
Them! 359 • Endnotes 360 Host-Country National 400
Third-Country National 400
Chapter 13 Employee Safety, Health, and Approaches to Global Staffing 400
Wellness 362 Recruiting Host-Country Nationals 401
Nature and Role of Safety, Health, and Wellness 363 Selecting Expatriates 401
Occupational Safety and Health Administration 364 Background Investigation 402
xiv    CONTENTS

■■HR BLOOPERS: United Architect’s Expatriate Global Employee Relations 409

Problems 402 Global Labor Relations 410
Global Performance Management and Human Resource Globalization for Small to Medium-Sized Businesses 410
Development 403 Preparing for Exams/Quizzes 411 • Key Terms 412
Performance Management 403 Questions for Review 412 • Preparing for My Career 413
Expatriate Human Resource Development 403 ■■ETHICS DILEMMA: Meeting Customer Demand at
Pre-Move Orientation and Training 404 Any Cost 413
Continual Development: Online Assistance and Training 404 HRM Is Everyone’s Business 413 • HRM by
Repatriation Orientation and Training 405 the Numbers 414 Working Together: Team
Global E-learning 405 Exercise 414 • INCIDENT 1: My Darling 414 • INCIDENT 2:
Virtual Teams in a Global Environment 406 Was There Enough Preparation? 415 • Endnotes 415
Global Compensation 407
Compensation for Host-Country Nationals 407 Glossary 418
Expatriate Compensation 408
Name Index 429
Global Safety, Health, and Employee and Labor
Relations 408 Company Index 430
Safety and Health 408 Subject Index 432
Preface

New to this Edition

Four new features appear in each chapter that enable students to integrate knowledge and valu-
able skills regardless whether choosing a career in the HRM profession or other business func-
tion in smaller or larger organizations, all available in MyLab.
CHAPTER 2 • BUSINESS ETHICS, CORPORATE SOCIAL RESPONSIBILITY, AND SUSTAINABILITY 47
47
CHAPTER 2 • BUSINESS ETHICS, CORPORATE SOCIAL RESPONSIBILITY, AND SUSTAINABILITY

HRM
HRMIsIs Everyone’s Business
Everyone’s Business CHAPTER 2 • BUSINESS ETHICS, CORPORATE SOCIAL RESPONSIBILITY, AND SUSTAINABILITY 47
Most
Mostcompany
company leaders andemployees
leaders and employeeswillwill face
face ethical
ethical challenges
challenges at oneattime
oneortime or another.
another. Some employees
Some employees will intentionally
will intentionally
commit
commitethics
ethicsviolations forpersonal
violations for personalgain.
gain. Other
Other employees
employees may may unknowingly
unknowingly do so. Whether
do so. Whether you are ayou areHRM
manager aormanager or HR profes- Business
Is Everyone’s
HR profes-
sional—an
sional—anemployee
employee maymay bring
bringconcerns
concerns about
about possible
possible ethical
ethical violations
violations to yourtoattention
your attention or you
or you may maythem
observe observe them yourself.
yourself.
Once
Once youare
you areaware
aware of
of aa situation
situationwhere
whereethics are are
ethics in question, you are
in question, youobligated to respond.
are obligated to respond. Most company leaders and employees will face ethical challenges at one time or another. Some employees will intentionally
commit ethics violations for personal gain. Other employees may unknowingly do so. Whether you are a manager or HR profes-
Actionchecklist
Action checklist for
for managers
managersand
andHR—responding to allegations
HR—responding of unethical
to allegations behavior
sional—anbehavior
of unethical employee may bring HRMabout
$$ concerns Ispossible
Everyone’s Business.
ethical violations to your attentionThis feature
or you may explains
observe them yourself.
Once you are aware of a situation where ethics are in question, you are obligated to respond.
HR takes the lead
HR takes the lead
Work with managers to ensure that they understand the company’s code of ethics and communicate theAction procedures for
how HR professionals and managers throughout
checklist for managers and HR—responding to allegations of unethical behavior
Work with managers
addressing
addressing
instances oftopotential
ensureethical
that they understand the company’s code of ethics and communicate the procedures for
violations.
HR takes the lead the organization work together to address important
Encourageinstances
managers toofshare
potential ethical violations.
the company’s code of ethics with employees, lead open discussions about everyone’s obliga-
Encourage managers
tion to behave ethically,toand
share theacompany’s
create codefor
safe environment of employees
ethics withto employees, lead open
report their concerns discussions
about Work
about
possible ethical with managers
everyone’s
violations obliga- workplace issues by highlighting specific connec-
to ensure that they understand the company’s code of ethics and communicate the procedures for
addressing instances of potential ethical violations.
tion to behave
to the ethically,
appropriate and create a safe environment for employees to report their concerns about possible
authority. ethical violations
toGuide managers through
the appropriate the process of handling employees who are suspected of committing ethical violations.
authority.
Encourage managers to tions and the reality that HR activities are never
share the company’s code of ethics with employees, lead open discussions about everyone’s obliga-
tion to behave ethically, and create a safe environment for employees to report their concerns about possible ethical violations
Guide managers
Managers take thethrough
lead the process of handling employees who are suspected of committing ethicaltoviolations. the appropriate authority. performed in isolation.
Guide managers through the process of handling employees who are suspected of committing ethical violations.
Educate
Managers HR on
take thecertain
leadaspects of employee roles to better understand how unethical behavior may manifest in your depart-
ment. Bringing HR up to speed creates a partnership for more effectively responding to possible ethical violations. Managers take the lead
Educate
DiscussHR on certain
concerns with HR aspects
about of employee
possible roles
ethical to better
violations andunderstand how
follow through unethical
based behavior
on company may
policy andmanifest
procedures.in your depart-
ment. Educate HR on certain aspects of employee roles to better understand how unethical behavior may manifest in your depart-
WorkBringing HR HR
together with up to to speed creates
implement a partnership
a training forcompany’s
plan on the more effectively
code of responding to possible
ethics and creating ethical
hypothetical violations.
scenarios
ment. Bringing HR up to speed creates a partnership for more effectively responding to possible ethical violations.
Discuss concerns
illustrating ethicalwith HR about
and unethical possible
behavior ethical
relevant violations
to your and follow
departmental through based on company policy and procedures.
activities. Discuss concerns with HR about possible ethical violations and follow through based on company policy and procedures.
Work together with HR to implement a training plan on the company’s code of ethics and creating hypothetical
Work together scenarios
with HR to implement a training plan on the company’s code of ethics and creating hypothetical scenarios
illustrating ethical and unethical behavior relevant to your departmental activities. illustrating ethical and unethical behavior relevant to your departmental activities.
42 PART 1 • SETTING THE STAGE
HRM by the Numbers
Paying the Price for Underpaying Workers Also, long before the enormous oil spill in 2010, BP promoted itself as being eco-friendly.
HRM by the Numbers HRM by the Numbers
Its literature stated that BP stood for “Beyond Petroleum.” BP marketed itself as a producer of
An additional HRM by the Numbers exercise can be found on MyLab Management.
Paying the Price alternative
for Underpaying Workers
energies, an image that was seriously damaged by the devastating oil spill in the Gulf
Paying the Price
HR professionals shouldfor Underpaying
ensure Workers
that workers are paid for their work on a timely basis. Sometimes, companies pay workers less
An additional HRM of
by Mexico in 2010.
the Numbers Instead
exercise can beoffound
spending billions
on MyLab on eco-friendly
Management . energy and building an employer
than what they should and there are various possible reasons such as intent to save money or in error. Either way, paying employ-
An additional HRM by the Numbers exercise can be found on MyLab Management.
ees lesser amounts than owed may violate the law. For instance, the Fair Labor Standards Act (FLSA), which we brand campaign around it, many believe that BP would have been much better off if it had spent
HRwill discuss in should
professionals ensure that workers are paid for their work on a timely basis. Sometimes, companies pay workers less
more time
are and effort in training
reasons its employees
as intent toon
saveitsmoney
oil drilling platforms, establishing stronger
HRChapter 3, requires
professionals employers
should to pay
ensure thateligible
workers workers a higher
are paid pay for
for their overtime
work work. Specifically,
on a timely the overtime
basis. Sometimes, paywhat
than
companies rate they
equals
payshould and
workers there
less various possible such or in error. Either way, paying employ-
1.5 times the regular hourly pay rate for each additional hour exceeding 40 in a work week. safety protocols, and waiting until they were safe to operate. Even during this public relations
than what they should and there are various possible reasons such as intent to save money or in error. Either way, paying employ-may violate the law. For instance, the Fair Labor Standards Act (FLSA), which we will discuss in
ees lesser amounts than owed
You’ve learned that the company has not been paying employees appropriately for overtime work hours. It is your responsibil- , requires employers to pay eligible workers a higher pay for overtime work. Specifically, the overtime pay rate equals for
campaign, BP had a history of safety violation. BP had been “fined more than $100 million
ees lesser amounts than owed may violate the law. For instance, the Fair Labor Standards Act (FLSA)Chapter , which3we will discuss in
$
Chapter HRM by the Numbers. This feature provides an excel-
ity$ to calculate the amount of overtime pay owed to workers. After reviewing the payroll records, you discovered
3 , requires employers to pay eligible workers a higher pay for overtime work. Specifically,
1.5 the
the
following
times
overtime pay rate
safety
the regular hourly payviolations thatadditional
rate for each led to deaths of workers,
hour exceeding explosions
40 in a work week.of refineries, and leaking pipelines.”102
details: You’ve learned that equals
the company
The following hasWatch
not beenItpaying
video employees
describesappropriately for overtime
the environmental workofhours.
impact It is oil
another yourcompany’s
responsibil-spill
lent opportunity to think through concepts and their
1.5 times the regular hourly pay rate for each additional hour exceeding 40 in a work week.
1. Grouplearned
1: 225 workers. Each worker
ity to calculate the amount of overtime pay owed to workers.
and leadership’s reaction to the disaster. After reviewing the payroll records, you discovered the following
You’ve that the company hasearns a regular
not been hourly
paying pay rate ofappropriately
employees $18.00. For each
for of the past work
overtime 15 work weeks,
hours.
details: every-
It is your responsibil-
applications as well as analyze quantitative data to
one worked 45 hours.
ity to calculate the amount of overtime pay owed to workers. After reviewing the payroll records, you 1.
2. Group 2: 310 workers. Each worker earns a regular hourly pay rate of $21.00. For each of the past 20 work weeks,
discovered
Group theworkers.
1: 225
every-
following Each worker earns a regular hourly pay rate of $18.00. For each of the past 15 work weeks, every-
details:one worked 47 hours.
facilitate problem solving. one worked 45 hours.
2. Group 2: 310 workers. Each Watch It 2 a regular hourly pay rate of $21.00. For each of the past 20 work weeks, every-
worker earns
1.Every
Group 1: 225
worker workers.
received Each
regular pay worker earns
for all their a regular
hours worked,hourly
but theypay
didrate of $18.00.
not receive For eachovertime
an additional of the past
pay 15 work weeks, every-
amount.
one worked 47 hours. If your instructor has assigned this, go to www.pearson.com/mylab/management to watch
one worked 45 hours. a video titled Co Responsible for Oil Spill Under Fire and to respond to questions.
Questions Every workerweeks,
received regular pay for all their hours worked, but they did not receive an additional overtime pay amount.
2. Group 2: 310 workers. Each worker earns a regular hourly pay rate of $21.00. For each of the past 20 work every-
one Calculate
2-13. worked 47 thehours.
hourly overtime pay rate for each worker in (a) group 1 and (b) group 2.
Questions
2-14. How much money does the company owe all the workers in (a) group 1 over 15 weeks and (b) group 2 over 20 weeks?
2-13.pay?Calculate the hourly overtime
Brighterpay rate fora each
Planet, worker in (a)technology
sustainability group 1 and company,
(b) group 2.discovered in a recent survey that
Every
2-15.worker
How muchreceived
moneyregular
did thepay for allsave
company their
byhours worked,
not paying butworkers
all the they did not receive
(groups 1 and 2 an additional
combined) overtime
overtime pay amount.
2-14. How much money does the company owe all the workers in (a) group 1 over 15 weeks and (b) group 2 over 20 weeks?
although more firms are engaging in green activities, the effectiveness of these efforts has
Questions 2-15. How much money did the company
declined. 103 save by not paying all the workers (groups 1 and 2 combined) overtime pay?
Some believe that the problem with CSR is that it consists of a universal set of
2-13. Calculate the hourly overtime pay rate for each worker in (a) group 1 and (b) group 2. guidelines such as the “triple bottom line” (society, environment, and economy) mentioned previ-
Working
2-14. How much Together:
money doesTeam Exercise
the company owe all the workers in (a) group 1 over 15 weeks and (b) group 2 over 20 weeks? ously. To be “socially responsible,” each firm should follow the same guidelines instead of what
2-15. How much money did the company save by not paying all the workers (groups 1 and 2 combined) overtime pay? would be the most appropriate strategy for each firm. Using this logic, it would be more logical
In small groups of three or four, come up with specific answers to the following questions. Talk through your Working Together: Team Exercise
perspectives and
come up with a brief team response. Be prepared to share your ideas with the class. for oil companies such as BP to focus on being profitable, yet be an environmentally conscious
In small groups of threeoilorcompany.
four, comeFast-food
up with specific answers
restaurants to the
such following questions.
as McDonald’s Talk through
and retailers your
such as perspectives
Walmart shouldandeach
come up with a brief team response. Be $ prepared
$ Working Together. This feature offers oppor-
to share your ideas with the class.
use a different set of rules to do the same thing in their own industries.
Working Together: Team Exercise There are those who believe that all shareholders should not be required to be involved in
tunities for students to collaborate through
CSR investments. They think that only investors who want to be involved should participate. These
In small groups of three or four, come up with specific answers to the following questions. Talk through your perspectives
come up with a brief team response. Be prepared to share your ideas with the class.
investors sharing ideas, listening to others’ ideas, and
and would do so with the understanding that the objective is not just to make money but also
to do good. For example, an oil company such as Exxon could establish an alternative-energy
coming up with a cohesive team response to
subsidiary. Exxon would own a controlling stake, but funding would come from new investors
who want to support alternative energy and thus be socially responsible. If the subsidiary was
the assignment.
unsuccessful, the losses would be confined to the new investors. If it succeeded, the profits would
be shared by all shareholders.104

☛ FYI
The 2017 Global 100 Most Sustainable Corporations were most commonly found in the following
$$ FYI. This feature provides tidbits of information from survey countries:

research and extensive databases (e.g., employment statistics) that ● United States: 19 companies
● France: 12 companies
illuminate trends, opinions, and the use of specific HR practices. ● United Kingdom: 11 companies
● Canada and Germany: 6 companies
● Netherlands: 5 companies105

Corporate Sustainability
Corporate sustainability has evolved from the more traditional view of CSR. According to the
    xv
World Commission on Environment and Sustainability, the narrow definition of sustainability
is, “meeting the needs of the present without compromising the ability of future generations
to meet their own needs.”106 The Dow Jones World Sustainability Index (DJSI) provides a
good working definition of this term. They define it as, “An approach to creating long-term
shareholder value by embracing opportunities and managing risks deriving from economic,
xvi    PREFACE

Updates to the 15th Edition

There are three significant updates made to this edition of the textbook; revised learning objec-
tives, updates to HRM practices, and new content in the majority of special features. First, the
learning objectives in each chapter have been revised to be consistent across chapters (there are
now six learning objectives per chapter with the exception of chapter 1) in order to better inte-
grate the chapter material together in a more effective manner to improve learning.
Second, there are substantial updates that highlight evolving HRM practices, statistics, and
business professionals’ perspectives. For instance, Chapter 7 (performance management and per-
formance appraisal) includes a section on trends in performance appraisal practice. In a nutshell,
some companies are providing performance feedback more frequently and as needed on a less
structured basis rather than putting off providing feedback until structured annual reviews are
given. This section also addresses the pros and cons of this more contemporary thinking as well
the same of longstanding approaches to provide students a balanced view.
Third, fifty percent of the Ethics Dilemma and fifty percent of the Incident features are new.
Business ethics are sets of guiding principles that influence the way individuals and organiza-
tions behave within the society that they operate. Analysis of the incidents, which depict realistic
scenarios, requires interpretation and proposed actionable responses. Many new Watch It! videos
appear throughout this edition.

Solving Teaching and Learning Challenges

Increasingly, students expect to see the applicability of their coursework to life and work after
graduation. When the connection is not clear to students, many may lose interest and, perhaps,
choose to do as little as possible to earn a good enough grade on quizzes and exams. How the
author conveys content and the choice of pedagogical features can pique interest in the subject
Business Ethics, Corporate Social matter and enhance learning and development of seven critical employability skills, which I have
PART 1 • discussed
34 SETTING THE STAGEin the Developing Employability Skills section in Chapter 1.
Responsibility, and Sustainability I approach the study of HRM in a realistic, practical, interesting, and stimulating manner.
2.2 Explore human resource Creating an Ethical Culture and a Code of Ethics
I focus on showing how HRM is practiced in the real world. Throughout the book, you will
management’s (HRM) role in Ethics is an important component of an organization’s culture. And it’s turning out to be more
see and
creating an ethical culture examples
a keyof for how organizations
organizations to conduct practice HRM. In explaining a concept, I often quote HRM
LEARNING OBJECTIVES After
code of ethics. completing this chapter, students should be able to: business in an ethical fashion. Why? The public insists on it.
professionals and other
Customers call for it.business professionals,
Most companies yet allhaveHRM
that take ethics seriously a code ofdiscussion is based on sound
ethics that codifies
ethical principles and guides employees to behave ethically. Let’s explore HR professionals’ roles
2.1 Discuss what ethics means and the theoretical
2.4 Explainconcepts
the concepts and
and practice.
practices Where appropriate,
in facilitating ethical cultures and codes of ethics. the strategic role of HRM is apparent in
sources of ethical guidance. related to corporate social responsibility
the discussion
and corporate
of each major
sustainability.
HRM function. In addition, I show how HRM topics are related
2.2 Explore human resource management’s to other HRM Ethical Culture
topics. For instance, a firm that emphasizes recruiting top-quality
once said, “Always do right. This will gratify some people and astonish the rest.”37
candidates but
(HRM) role in creating an ethical culture 2.5 DescribeMark Twain
a social audit.
and a code of ethics. neglects to This provide satisfactory
is certainly good advice forcompensation
both employees and is employers
wastingif time,
the firmeffort, and money.
wants to create an If a firm’s
2.3 Define human resource ethics. compensation system
ethical pays that
culture. Saying below-market
a company has anwages, the and
ethical culture firm will
having onealways
may be two bediffer-
hiring and training
ent things. Culture is concerned with the way people think, which affects the way that they act.
new employees Changing an organization’s culture thus requires modifying the common way of thinking of itsBesides this one
only to see the best leave for a competitor’s higher wages.
example, the interrelationship
members. 38
Organizations withof HRM practices
strong ethical cultures set in atodynamic
take steps business
ensure that their standardsenvironment will
are widely accessible, promoted, and followed by their leaders and employees.39 For example,
MyLab Management become more obvious as these topics are addressed throughout the
the Volkswagen debacle was not supposed to happen. The Volkswagen Code of Conduct was 24
book. These interrelation-
Improve Your Grade! ships are also pagesshown
long andtohadbea important as organizations
foreword by Martin Winterkorn, who wasoperate
then thewithin
company’s the global
CEO, and environment. I
other top executives saying, “We stand for respectable, honest, and actions in everyday business
If your professor is using MyLab Management, visit included several features
www.pearson.com/mylab/management that appear in the textbook and MyLab, designed
that are in accordance with rules, and we commit ourselves to the following Code of Conduct.”40
to enhance student
for videos, simulations, and writing exercises.
learning by Even actively
with theengaging
ethical code,students.
it is apparent that Volkswagen’s top management pursued business
as usual.
One way for a firm to create and sustain an ethical culture is to audit ethics, much like a
company audits its finances each year. Learn
41 It Practice
An ethics audit is simply a systematic, independent,
Learn It
and documented
If your professor has chosen to assign this, go to www.pearson.com/mylab/management process for Students
obtaining evidencecan be assigned
regarding the status ofthe Chapter Warm-Up before
an organization’s
ethical2 culture. It. takes a closer look at a firm’s ethical culture instead of just allowing it
to see what you should particularly focus on and to take the Chapter Warm-Up coming to class. Assigning these questions ahead of time
to remain unexamined. An ethical culture is made up of factors such as ethical leadership,
accountability, and values. The climatewill ensure
with that students
top management are coming
is fundamental to class prepared.
to a company’s
ethical culture.42 Ethical leadership begins with the board of directors and CEO and contin-
ues to middle managers, supervisors, and employees.43 Building an ethical culture that lasts
Watch It Videos
requires a foundation of practices that continue even when leaders change.44 The following
Watch It video illustrates how employees and members of management are brought together
Recommends a video clip that can be assigned to students for outside classroom viewing or that
to enact a change within the company. Their goal is to limit the negative environmental
can be watched in ofthe
impacts classroom.
their company as much Theasvideo corresponds
possible by applying theto the
best chapter
practices material
concept to their and is accompa-
everyday
nied by multiple activities.
choice questions that reinforce student’s comprehension of the chapter content.

Watch It 1
If your instructor has assigned this, go to www.pearson.com/mylab/management to watch
a video titled Patagonia: Ethics and Social Responsibility and to respond to questions.

According to the Corporate Executive Board in Arlington, Virginia, companies with weak
ethical cultures experience 10 times more misconduct than companies with strong ethical cul-
tures.45 In workplaces with a strong ethical culture, only 4 percent of employees feel pressure
 support of minority enterprises, pollution control, corporate giving, involvement in selected com-
munity projects by executives, and a hard-core unemployment program. The ideal social audit
would go well beyond a simple listing and involve determining the true benefits to society of any
socially oriented business activity.
PREFACE    xvii

Try It!
Try It Mini Simulations
If your instructor has assigned this, go to www.pearson.com/mylab/management to Recommends a mini simulation that can be assigned to stu-
complete the Management & Ethics simulation and test your application of these concepts
when faced with real-world decisions. dents as an outside classroom activity or it can be done in the
classroom. As the students watch the simulation they will be
46 PART 1 • SETTING THE STAGE asked to make choices based on the scenario presented in the simulation. At the end of the simula-
tion the student will receive immediate feedback based on the answers they gave. These simula-
Key Terms tions reinforces the concepts of the chapter and the students’ comprehension of those concepts.
ethics 29 corporate social responsibility corporate sustainability 39 CHAPTER 2 • BUSINESS ETHICS, CORPORATE SOCIAL RESPONSIBILITY, AND SUSTAINABILITY 39
code of ethics 35 (CSR) 39 social audit 44
human resource ethics 36
ves HR BLOOPERS

HR BlooperswhatExercises
ethics means and the sources of ethical and compliance a process for determining how employees
Sales Incentives at Pinser Pharmaceuticals
Ethics is the discipline dealing with MyLabis Management are compensated.
HR Bloopers present
If your scenarios
instructor is
3. Definethat human
using MyLab Management describe
resource ethics. Human resource ethics is Quarterly sales reports are in at Pinser Phar-
, go to www.pearson.com/mylab/ Apparently, many of the sales representatives are using some of

management to completethe theapplication of ethical principles

icon . to HR relationships
maceuticals and andBen Ross looks forward to sharing the reports with their own extra earnings to earn the favor of the doctors. Gifts, dinners,
potential mistakes that may occur in
problems marked
activities. HR
with this the sales team. As a compensation analyst, Ben calculates sales and other incentives are provided to the doctors to encourage them to
commissions for the sales representatives, and high sales mean big write Pinser prescriptions. At first he thought there might be a problem
practice. Questions that4.follow Explain thein concepts
MyLab and practices related paychecksfor
to corporate the team. The sales representatives receive incentive pay
bonuses based on how many times doctors in their sales territory pre-
with this practice, but Ben knows that Pinser has a Code of Ethics and
provides ethics training to all employees, so the sales representatives
social responsibility and corporate sustainability. Cor-
Management provide students with the
porate social responsibility is the implied, enforced,
scribe Pinser drugs. The number of prescriptions has increased with
several of theorpopular drugs Pinser makes and the sales representatives
must know that their practices are acceptable. Ben understands that
this is just the way business is done, and Ben’s job is just to make sure
Questions for Review
opportunity to test their understanding and acting in their official
felt obligation of managers, that have the doctors writing the most prescriptions stand to benefit
capac- they get paid what they have earned.
significantly. Ben knows that they have steep competition on some of
2-1. What are ethics and business ethics? ity, to serve or protect2-the 7. What
interests
are theofareas
groups other
in which HRthan
professionals can have
recall
2-2. Whatofare the chapter
some sources Forof material
ethical guidance? based on the a major impact
themselves, and corporate sustainability focuseson
their
ethics?
products,
ahead of
but he has also heard
oncompetitors.
the
some rumors about how they stay

information
2- 3. What laws have contained in the
been passed to legislate scenarios.
ethics?
possible
2-4. Why is it important to have a code of ethics?
future impact
2- 8. What is corporate social responsibility?
of an organization on society, includ-
2-9. What does corporate sustainability mean?
vior. 174 the PART 2If •your professor has assigned this, go to www.pearson.com/mylab/management to complete the HR Bloopers exercise and test your ap-
2-5. Regarding business ethics, what does theing social welfare, the economy,
What areandsome of environment.
STAFFING
statement 2-10. the plication
practices of companies
these conceptscan
whenusefaced
to with real-world decisions.
“what you reward is what you get” mean? According to the World Commission on Environment and
promote sustainability?
An ethi-
2-6. What are HR ethics? Sustainability, the narrow definition of sustainability is,
“meeting the needs of the present without compromising ET HI CS D I L EMMA from more than 120 people from departments across the organization, including legal, human
, and values. The climate at the top is funda- the ability of future generations to meet their own needs.”
Personalorganizations Inventory
resources, IT security, and records management.80
Assessments
y’s ethical culture. Ethical leadership In recent years, sustainability has been expanded to include Hiring withU.S.Incomplete Information
Ethics training for global is more complicated than preparing the training for

1994, LRN The

employees. One must also train for the country in which the global company operates. Since
has helpedPersonal
15 million people atInventory Assessment feature,
the social, economic, environmental, and cultural systems
PREPARING FOR MY CAREER needed to support an organization. Roberta Blythe recently opened a new business
700 companies across the world simultaneously
Roberta decided to streamline the process. Dropping background
navigate legal and regulatory environments and foster ethical cultures.81 A few of their customers
P I A Personal Inventory Assessment 5. Describe a social audit. A socialservice
named “Assisting You.” The company is a referral
audit providers
is a systematic
agency,
include CBS, included
matching
Dow Chemical, in
checks
eBay, 3M,most
would
and chapters,
reduce
Siemens.theChris time by gives
waitCampbell, 15creative students
days. Feeling
director intense
at LRN, the
pressure
with customers who have home says, projects. Roberta’s to succeed, Robertaofbegan hiring providers withoutneedfirsttoconducting
even when leaders change. assessment of a company’s activities
An additional Personal Inventory Assessment can be found on MyLab Management.
in terms
strategy is to of its
build a social
large clientele quickly by offering opportunity
“Localization
lower
is as important
prices backgroundfor
as the accuracy
self-assessment
checks.
able to connect in a way that is believable to them.” 82Roberta feels confident inand
the translation process. Learners
her personal
decision
be
because
establishes the rules that the organi- impact.
Ethical Leadership
es by. Only a few companies have made ethics Assessment
and shorter wait times than the competing agencies. Before long, cli-
ents’ requests began coming in faster than she could meet them on
reflection.she Understanding yourself and finding
has heard about many of the service providers, but certainly not all.
6-22. What would you do?
2.4 you’ll
Organizations need ethical leadership from all employees, but especially from managers. In this PIA, Explain see
the concepts
how much and thoughtCorporate Social Responsibility and Sustainability
your voice
a timely basis. Also, the recruiting and selection process from start to
will help you approach situations
6-23. What factor(s) in this ethics dilemma might influence a person
finish increased from related
practices 30 days to 50 days. Desperate
to corporate totomeet
Related demand,
ethics to make asocial
are the concepts of corporate less-than-ethical
responsibilitydecision?
and corporate sustainability.
and effort goes into being ethical in your workplace behavior. social responsibility and corpo-
rate sustainability.
within
Corporate social and(CSR)
responsibility outside theenforced,
is the implied, employment setting
or felt obligation of managers, with
acting in their official capacity, to serve or protect the interests of groups other than themselves,
and corporategreater confidence.
sustainability focuses on the possible future impact of an organization on society,
corporate social responsibility including social welfare, the economy, and the environment. CSR and corporate sustainability
(CSR) differ from ethics in an important way. Ethics focus on individual decision making and behavior
Implied, enforced, or felt
and the impact of ethical choices on employee welfare. As noted, CSR and corporate sustainability
HRM Is Everyone’s Business ETHICS DILEMMA obligation of managers, acting
HRM Is Everyone’s Business
in their official capacity, to serve
consider the broader impact of corporate activities on society.
Ethics, CSR, and corporate sustainability are everyone’s business. HR professionals par-
CHAPTER 3 • EQUAL EMPLOYMENT OPPORTUNITY, AFFIRMATIVE ACTION, AND WORKFORCE the interests of 85
or protectDIVERSITY groups
As noted earlier, HRMQuandary
A Selection Is Everyone’s In Chapter other
5, we explained
than themselves.the role of HRticularly concern themselves with establishing policies to promote ethical behavior and discour-
professionals and managers in the recruitment process. Together, identified the best
age unethical behavior. In addition, the HRM function’s leadership works with other executive
approaches to building a pool of qualified candidates. Now,training
it’s time to make for
selection (hiring) decisions. Successful selection
Business explains how HR professionals
Action checklist for managers and HR—understanding and applying
You are being promoted to a new assignment to Randy if the feelings
the legal
decisions
of the are based
other
landscape
corporate
workers
Concerns
sustainability
on possible
with the
keptcollaboration
him
leadership
between
from getting
future
to identify
HR professionals
positive contributions
opportunities
and hiringand
to these objectives
educating
managers
developingwho
employees about how
bring complementary
performance-based
they may make
expertise
pay programs that and
HR takes the lead
and managers throughout the organization
within your company, and your boss has asked you to nominate one
of yourWork with the as
subordinates legal
yourdepartment
replacement. to conduct training
The possible sessions
candidates
a deserved promotion.
aredesigned to educateshould
responsibility managers
At
be to on
the same
some
maintain onof
time,
impact of
the
society,
the
you
an
most
feel that
organization
perspectives to the task. HR professionals
important
including
productivity social
of
your primary areemployee
align experts performance
on every aspect
the work unit. Ifwith their staffing needs.
of the
with CSR andselection process (e.g.,
social responsibility goals.reliability and validity), and
hiring managers are most well-acquainted
work together to address important work-
Randylegislation
Carlton, who
Conductnot
who, though
thatiswill
anasaudit
governmore
obviously employee-related
qualified, andactions
to identifyis potential
experienced, much betterfor liked
James (e.g.,
disparate
by theimpact;
Civil Rights
Mitchell, your Acts,
disparate
workers.
formerADEA,
divisionand
impact training
reputation,
fellADA).
apart after
is conducted
not to mention
welfare, the economy,
your departure,
environment.
to ensure that managers
the company.
it and
wouldthehurt your

Action checklist for managers ☛and HR—understanding and applying selection concepts
place issues. This feature highlights some
andisother
If Randy givendecision
acceptConsider
him as their leader.
makers you
the promotion,
private sector
James,
are aware
companies
are notofcertain
the pitfalls.
that hold
on the other
the workers will
hand,government
2-11. What would you do?
contracts 2-
is a hard worker to12.
understand whatand
What factor(s) in thismethods
additional standards
ethics dilemmamay be placed
might
FYI
influence a person ● Eighty-eight percent feel their job is more fulfilling when they are provided opportunities to make
of the specific connections between man-
and ison them
well because
liked of their relationship
and respected by the others,withincluding
the federal government.
Randy. As to make a less-than-ethical
HR takes the decision?
lead a positive impact on social or environmental issues.83
Provide
you labor over legal updates you
the decision, to managers
think about because legislation
how unfair is changing
it would be quickly (particularly in these times). Many law firms
agers and HR professionals, and the reality
provide these services via pro bono teleconferences. In-house employment lawyers can also Review
provide
considered.
thethese
appropriate
For
updates. For
example,
guidelines for evaluating applications and résumés. Communicate what should and should not be
some people list birthdate or marital status on their résumés and this information should never be
instance, we learned in this chapter that the EEOC considers treating gay, lesbian, bisexual, and transgender employees less
that HR activities are never performed in
favorably than others as a form of sex discrimination under the Civil Rights Act of 1964. considered when formulating interview questions or making the selection decision.
Make sure that the legislative necessities create a starting point for establishing company policy Discuss
and notwhether
merely the testing will add useful information for making more accurate selection decisions.
justifica-
isolation.
tion for doing the bare minimum. Review the guidelines for conducting effective interviews and coordinate the types of interview questions that will be asked
Managers take the lead by HR and the questions that will be asked by managers.
Speak openly about the importance of mutual respect and lead by example. HR professionals conduct background checks.
Identify employees who fall into a group addressed specifically by law or company policy (e.g.,HRADA)professionals
which mayshare their evaluations of the job candidates, and inform managers whether the results of the background
be a new
check warrant
experience for you to work with as a manager (e.g., in most jobs, you will have more experience working further consideration.
with minority
employees than disabled employees or transgender employees).
Encourage employees to discuss in confidence with managers and HR professionalsManagers any concernstake thehave
they may leadabout
Review
instances of possible illegal discrimination whether it be about themselves or out of concern for the top candidates
their coworkers. It is impor-with HR after prescreening applications and résumés.
tant to provide a safe haven for employees who come forward. If testing is considered relevant, explain the minimum performance standards expected of successful employees.
Share interview questions with HR to ensure job-relatedness.
Consider all the job-related information and discuss whether a job offer should be made.
HRM by the Numbers
Detecting Adverse Impact
An additional HRM by the Numbers exercise can be found on MyLab Management. HRM By The Numbers Exercises
HRM by the Numbers
Adverse impact usually takes place when an employment decision, practice, or policy has a disproportionately negative effect
on a protected group. HR professionals rely on the “four-fifths” or “80 percent” rule to judge whether adverse impact may have
As noted earlier, HRM by the Numbers provides an excel-
occurred. Consider the situation for men and for women: Measuring Selection Outcomes lent opportunity to sharpen problem solving skills through
Sex Total Applicants Selected Applicants Selection Rate the analysis
An additional HRM by the Numbers exercise can be foundof numerical
on MyLab Management.
data, creating the foundation
You were hired to develop a new recruitment and selection system to fill marketing assistant jobs. The Vice President of HR
Female
Male
750
1,050
375
450
for quantifying HRM concepts and practices. There are
asked you to calculate various metrics to judge the effectiveness of the system using data from the previous calendar year. You
Total 1,800 825 two data-driven
have the following data to judge the effectiveness exercises per chapter, one in the book
of the selection system:

3-18. Calculate (a) the selection rate for females and (b) the selection rate for males. and both in MyLab Management. Answers are found in
3-19. What is the ratio of the female selection rate to the male selection rate?
3-20. Based on your answer to question 3-19, is there evidence of possible adverse impact? the Instructor’s Manual and in MyLab Management.

Working Together: Team Exercise

In small groups of three or four, come up with specific answers to the following questions. Talk through your perspectives and
come up with a brief team response. Be prepared to share your ideas with the class.
xviii    PREFACE

Working Together Exercise

As noted earlier, Working Together offers opportunities for students to collaborate through shar-
ing ideas, listening to others’ ideas, and coming up with a cohesive team response to the assign-
ment. If assigned by the instructor, students may make brief oral presentations of their ideas to
the class, creating an additional opportunity for working together.

Assisted Graded Writing Questions

These are short essay questions which the students can complete as an assignment and submit to
you, the professor for grading.

MyLab Management
Reach every student with MyLab
MyLab is the teaching and learning platform that empowers you to reach every student. By com-
bining trusted author content with digital tools and a flexible platform, MyLab personalizes the
learning experience and improves results for each student. Learn more at MyLab Management.

Deliver trusted content

You deserve teaching materials that meet your own high standards for your course. That’s why
we partner with highly respected authors to develop interactive content and course-specific
resources that you can trust — and that keep your students engaged.

Empower each learner

Each student learns at a different pace. Personalized learning pinpoints the precise areas where
each student needs practice, giving all students the support they need — when and where they
need it — to be successful.

Teach your course your way

Your course is unique. So whether you’d like to build your own assignments, teach multiple sec-
tions, or set prerequisites, MyLab gives you the flexibility to easily create your course to fit your
needs.

Improve student results

When you teach with MyLab, student performance improves. That’s why instructors have cho-
sen MyLab for over 15 years, touching the lives of over 50 million students. Learn more.

Developing Employability Skills

For students to succeed in a rapidly changing job market, they should be aware of their career
options and how to go about developing a variety of skills. In this book and MyLab, I focus
on developing these skills in the following ways: In this course, and, specifically in this text,
­students will have the opportunity to develop and practice seven important skills based on vari-
ous learning features that are summarized in the matrix and subsequently illustrating some of the
connections between the employability skills and learning features:
PREFACE    xix

Knowledge Business Ethics Information

Critical Application and Social Technology and Data
Communication Thinking Collaboration and Analysis Responsibility Computing Skills Literacy
FYI ✓ ✓
Watch It! ✓ ✓
Try It! Simulation ✓ ✓ ✓ ✓
HR Bloopers ✓ ✓ ✓ ✓
Chapter Review ✓ ✓
Personal Inventory
✓ ✓
Assessment
Ethics Dilemma ✓ ✓ ✓
HRM Is Everyone’s
✓ ✓ ✓
Business
HRM by the Numbers ✓ ✓ ✓ ✓
Working Together ✓ ✓ ✓
Case Incident 1 ✓ ✓ ✓
Case Incident 2 ✓ ✓ ✓

Instructor Teaching Resources

Human Resource Management comes with the following teaching resources.

Supplements available to instruc- Features of the Supplement

tors at www.pearsonhighered.com/
Instructor’s Manual $$ Chapter-by-chapter summaries
$$ Examples and activities not in the main book
$$ Teaching outlines
$$ Solutions to all questions and problems in the book

Test Bank More than 2,000 multiple-choice, true/false, and short-answer questions with these annotations:
$$ Difficulty level (1 for easy, 2 for moderate, 3 for difficult)
$$ Type (Multiple-choice, true/false, short-answer, essay

$$ Topic (The term or concept the question supports)

$$ Learning outcome

$$ AACSB learning standard (Written and Oral Communication, Ethical Understanding and
Reasoning; Analytical Thinking; Information Technology; Diverse and Multicultural Work;
Reflective Thinking; Application of Knowledge; Interpersonal Relations and Teamwork)

Computerized TestGen TestGen allows instructors to:

$$ Customize, save, and generate classroom tests
$$ Edit, add, or delete questions from the Test Item Files

$$ Analyze test results

$$ Organize a database of tests and student results.

PowerPoints Slides include many of the figures and table in the textbook
PowerPoints meet accessibility standards for students with disabilities. Features include, but not
limited to:
$$ Keyboard and Screen Reader access

$$ Alternative text for images

$$ High color contrast between background and foreground colors

xx    PREFACE

Acknowledgments
I wish to give a special thank you to R. Wayne Mondy whose dedication and expertise in the
first 14 editions have positively impacted thousands of students’ educational experiences. I am
thrilled and honored to carry the torch forward in pursuit of doing the same for thousands more.
At Pearson, I wish to thank my editor, Dan Tylman, who provided excellent insights through-
out the preparation of this edition. Many others at Pearson provided excellent advice throughout
the process and project management oversight, including Yasmita Hota, Ashley Santora, Melissa
Feimer, and Stephanie Wall. At SPi Global, I thank Raja Natesan and Nicole Suddeth. In a­ ddition,
student feedback has made this book an invaluable resource. Finally, the support and encourage-
ment of many practicing HRM professionals and faculty members has helped to make this book
possible.

About Joseph J. Martocchio

My interest in the human resource management field began
while I was a junior at Babson College. I found myself want-
ing to practice in the field as well as to become a university
­professor and researcher. I pursued both professional desires
starting with employment at Cameron and Colby (a reinsur-
ance company) in Boston and General Electric’s Aerospace
business group in Valley Forge, Pennsylvania.
I advanced my education in the human resource manage-
ment (HRM) field by earning a master’s degree and Ph.D.
­degree at Michigan State University. My master’s degree en-
abled me to build an even stronger foundation in practice
and my doctoral degree provided me with the skills to con-
duct scholarly research and teach college-level courses. Since
earning my graduate degrees, I have been a professor in the
School of Labor and Employment Relations at the University
of Illinois, Urbana–Champaign and assumed administrative roles as a Provost Fellow, Associate
Dean for Academic Affairs, and Interim Dean. All the while, I have taught a variety of courses in
the HRM field. These include compensation systems, employee benefits, employment systems
(HRM and labor relations), HR planning and staffing, and statistics. I also teach the compensa-
tion and statistics courses online. For many years, I served as the faculty advisor to the student
chapter of the Society for Human Resource Management at the University of Illinois during
which time students earned Merit Awards and Superior Merit awards on multiple occasions.
As a researcher, I have studied a variety of topics that include employee absenteeism,
­employee training and development, compensation systems, employee benefits, and generational
­diversity. My work appears in leading scholarly journals such as Academy of Management Journal,
Academy of Management Review, Journal of Applied Psychology, Journal of Management, and
Personnel Psychology. I received the Ernest J. McCormick Award for Distinguished Early Career
Contributions from the Society for Industrial and Organizational Psychology (SIOP), and I was
subsequently elected as a Fellow in both the American Psychological Association and SIOP.
Following the attainment of this recognition, I served as the Chair of the HR Division of the
Academy of Management as well as in various other leadership roles within that organization.
Besides writing scholarly articles and Human Resource Management, I have two sole-­
authored textbooks: Strategic Compensation: A Human Resource Management Approach
(Pearson Higher Education), which is in its 9th edition, and Employee Benefits: A Primer for
Human Resource Professionals (McGraw-Hill), which is in its 6th edition.
Part One
Setting the Stage
Chapter 1
Human Resource Management: An Overview

Chapter 2
Business Ethics, Corporate Social Responsibility,
and Sustainability

Chapter 3
Equal Employment Opportunity, Affirmative
Action, and Workforce Diversity
 1 Human Resource Management:
An Overview
LEARNING OBJECTIVES After completing this chapter, students should be able to:

1.1 Define human resource management 1.5 Summarize HRM issues for small
(HRM) and the importance of studying it. businesses.

1.2 Describe who performs HRM. 1.6 Identify ways that country culture
influences global business.
1.3 Explain how the HRM function serves
as a strategic business partner and 1.7 Explore essential skills for developing
the elements of the dynamic HRM your career in HR or any other career
environment. path.

1.4 Discuss the role of HRM in building

corporate culture and employer
branding.

MyLab Management
Improve Your Grade!
If your professor is using MyLab Management, visit www.pearson.com/mylab/management
for videos, simulations, and writing exercises.

Learn It
If your professor has chosen to assign this, go to www.pearson.com/mylab/management
to see what you should particularly focus on and to take the Chapter 1 Warm-Up.

2    
 Like many students, you’ve probably had a job (or two) at some time or another while working
on your degree. Your work experiences are likely to have been influenced by the knowledge and
skills of a human resource (HR) manager and your manager. Both HR professionals and manag-
ers work together to recruit and hire the right individuals as well as evaluating and rewarding job
performance. This textbook is about the important work that HR managers accomplish and how
they work with managers and employees to promote a mutually beneficial employment experi-
ence. Mutually beneficial employment experiences can be described by goal-directed managers
who create a positive environment for you to achieve exemplary job performance, which, together
with other employees, will help the company meet its strategic objectives.
This chapter will enable you to describe and understand the human resource management
function and why it is worthwhile to study it. In the sections that follow, we introduce you to the
functions that make up human resource management (HRM) and identify who is responsible for
managing it. Next, we discuss HRM as a strategic business partner and the dynamic role of the
environment that influences HRM practice, followed by considering the role of HRM in building
corporate culture and employer branding. Then, we turn our attention to HRM in small businesses
and the influence of country culture on global business. Finally, we explore essential skills for
developing your career in HR or any other career path.

1.1 Define human resource Human Resource Management: What It is and Why
management (HRM) and the
importance of studying it.
It is Important
Human resource management (HRM) is the use of individuals to achieve organizational objec-
tives. Basically, all managers get things done through the efforts of others. Consequently, manag-
human resource management ers at every level must concern themselves with HRM. Individuals dealing with human resource
(HRM) matters face a multitude of challenges, ranging from a constantly changing workforce to ever-
Utilization of individuals to achieve present government regulations, a technological revolution, and the economy of the United States
organizational objectives. and the world. Furthermore, global competition has forced both large and small organizations to

    3
4    PART 1 • SETTING THE STAGE

be more conscious of costs and productivity. Because of the critical nature of human resource
issues, these matters must receive major attention from upper management.

Why Study HRM?

Many of you plan to seek a career in HRM; others do not. Even if you don’t, HRM is everyone’s
business. Why should you care about studying HRM if you plan to work in accounting, finance,
marketing, operations, or starting your own business? Here are two things to consider. First,
understanding HRM will give you a solid foundation for understanding your rights and responsi-
bilities as an employee. For instance, you will be more informed about whether the employer is
evaluating your performance relative to other employees’ performance or on an absolute standard.
Knowing about the Fair Labor Standards Act primes an understanding about whether you qualify
for overtime pay. The list goes on and on. Just read the book!
Second, at some point in the future, you will probably have the opportunity to supervise
employees or lead a department. When you do, you will need to have the most qualified employees
on your team; and, you will want to ensure that they are achieving exemplary performance by
providing regular feedback and rewarding excellence. Also, when employees are not perform-
ing to standard, you will be responsible for identifying strategies for improvement, perhaps by
recommending participation in a training program or two, or deciding to terminate employment.
You will seek guidance from HR professionals and they will work with you to use appropriate
methods to recruit, select, evaluate, and reward employees. In the end, success in your career will
not only depend on your expertise, but also on having good employees.

Human Resource Management Functions

People who manage HRM develop and work through an integrated HRM system. As Figure 1-1
shows, six functional areas are associated with effective HRM: staffing, human resource devel-
opment, performance management, compensation, safety and health, and employee and labor
relations. These functions are discussed next.
staffing
STAFFING Staffing is the process through which an organization ensures that it always has the
Process through which an
organization ensures that it
proper number of employees with the appropriate skills in the right jobs, at the right time, to
always has the proper number of achieve organizational objectives. Staffing involves job analysis, human resource planning,
employees with the appropriate recruitment, and selection, all of which are discussed in this text.1
skills in the right jobs, at the right Job analysis is the systematic process of determining the skills, duties, and knowledge
time, to achieve organizational required for performing jobs in an organization. It impacts virtually every aspect of HRM, includ-
objectives. ing planning, recruitment, and selection. Human resource planning is the systematic process of

FIGURE 1-1
Human Resource Human Resource
Management Functions Development
ng
ffi
Sta

Co
mp
en

Human
sat

Resource
ion

management
Pe nag
ma
rfo em
rm en
an t
ce

alt d
He y an
h
fet
Sa

Employee and
Labor Relations
 CHAPTER 1 • Human Resource Management: An Overview    5

matching the internal and external supply of people with job openings anticipated in the organiza-
tion over a specified period. The data provided set the stage for recruitment or other HR actions.
Recruitment is the process of attracting individuals on a timely basis, in sufficient numbers, and
with appropriate qualifications to apply for jobs with an organization. Selection is the process of
choosing the individual best suited for a position and the organization from a group of applicants.
Successful accomplishment of the staffing function is vital if the organization is to effectively
accomplish its mission. These topics are collectively often referred to as staffing.
performance management PERFORMANCE MANAGEMENT Performance management (PM) is a goal-oriented process that
(PM) is directed toward ensuring that organizational processes are in place to maximize the productivity
Goal-oriented process of employees, teams, and ultimately, the organization. Performance appraisal is a formal system
directed toward ensuring that of review and evaluation of individual or team task performance. It affords employees the
organizational processes are in opportunity to capitalize on their strengths and overcome identified deficiencies, thereby helping
place to maximize the productivity
them to become more satisfied and productive employees.
of employees, teams, and
ultimately, the organization. HUMAN RESOURCE DEVELOPMENT Human resource development (HRD) is a major HRM
function consisting not only of training and development but also of career planning and
human resource development
(HRD) development activities, organization development, and performance management and
Major HRM functions consisting appraisal. Training is designed to provide learners with the knowledge and skills needed for
not only of training and their present jobs. Development involves learning that goes beyond today’s job and has a more
development but also of individual long-term focus.
career planning and development Organization development (OD) is planned and systematic attempts to change the organi-
activities, organization zation (corporate culture), typically to a more behavioral environment. OD applies to an entire
development, and performance system, such as a company or a plant. Numerous OD methods are discussed that serve to improve
management and appraisal. a firm’s performance.
Career planning is an ongoing process whereby an individual sets career goals and identifies
the means to achieve them. According to the U.S. Bureau of Labor Statistics, today’s employees
will work for approximately 7 to 10 companies during their careers based on the assumption that
most people will work 30 to 40 years.2 A survey conducted by LinkedIn revealed that on average,
individuals under the age of 32 change jobs four times.3 Employee loyalty loses its meaning in
this environment.
Career development is a formal approach used by the organization to ensure that people
with the proper qualifications and experiences are available when needed. Individual careers and
organizational needs are not separate and distinct. Organizations should assist employees in career
planning so the needs of both can be satisfied.
COMPENSATION The question of what constitutes a fair day’s pay has plagued management,
unions, and workers for a long time. A well-thought-out compensation system provides employees
with adequate and equitable rewards for their contributions to meeting organizational goals. As
used in this book, the term compensation includes the total of all rewards provided to employees
in return for their services. The rewards may be one or a combination of the following:
direct financial compensation $$ Direct Financial Compensation (Monetary Compensation): Pay that a person receives
(monetary compensation)
in the form of wages, salaries, commissions, and bonuses.
Pay that a person receives
in the form of wages, salary,
$$ Indirect Financial Compensation (Employee Benefits): All financial rewards that are not
commissions, and bonuses. included in direct compensation, such as paid vacations, sick leave, holidays, and medical
insurance.
indirect financial $$ Non-financial Compensation: Satisfaction that a person receives from the job itself or
compensation (employee from the psychological or physical environment in which the person works.4
benefits)
All financial rewards that are EMPLOYEE AND LABOR RELATIONS Businesses are required by law to recognize a union and
not included in direct financial bargain with it in good faith if the firm’s employees want the union to represent them. In the past,
compensation. this relationship was an accepted way of life for many employers, but most firms today would
rather have a union-free environment. As a starting point, union wages and benefits are on average
non-financial compensation
Satisfaction that a person receives 54 percent higher than nonunion wages and benefits.5 When a labor union represents a firm’s
from the job itself or from the employees, the human resource activity is often referred to as labor relations, which handles the
psychological and/or physical job of collective bargaining (i.e., negotiating employment terms such as work hours). Internal
environment in which the employee relations comprise the HRM activities associated with the movement of employees
person works. within the organization such as promotions, demotion, termination, and resignation.
6    PART 1 • SETTING THE STAGE

safety SAFETY AND HEALTH Safety involves protecting employees from injuries caused by work-
Protection of employees from related accidents. Health refers to the employees’ freedom from physical or emotional illness.
injuries caused by work-related These aspects of the job are important because employees who work in a safe environment and
accidents. enjoy good health are more likely to be productive and yield long-term benefits to the organization.
health For instance, one survey showed that the injury rate in highly productive organizations was
Employees’ freedom from physical 18 times lower than in average performing companies and 60 percent lower than in less productive
or emotional illness. organizations.6 Today, because of federal and state legislation that reflect societal concerns, most
organizations have become attentive to their employees’ safety and health needs.
HUMAN RESOURCE DATA ANALYTICS Although human resource data analytics is not a
traditional HRM function, it pervades all functional areas. Analyzing employment data (e.g.,
employee productivity) and business outcomes (e.g., profits) has empowered HR professionals to
quantify its influence. In 2016, 51 percent of companies correlated business outcomes with HR
programs, which is up from 38 percent just one year earlier.7 Data analytics go a long way toward
establishing the HRM function as a strategic business partner.
The scope of data analytics is growing rapidly. No longer do HR professionals limit analyses
to internal data. Nowadays, they leverage technology, which has given unfettered access to exter-
nal data. (We discuss the available technology as part of the dynamic HRM environment later in
this chapter.) Internally, research on job safety may identify the causes of certain work-related
accidents. The reasons for problems such as excessive absenteeism or excessive grievances may
not be clear. However, when such problems occur, HR analytics can help HR professionals find
the causes and offer possible solutions. Externally, data gathered through social media outlets,
demographic information, hiring patterns, and turnover can help HR professionals develop strate-
gies for attracting top talent.8
HR professionals should not rely exclusively on data analytics for making decisions. Because
data, no matter how comprehensive or well analyzed, needs to be tempered by good judgment. For
instance, a recent government report states: “Companies should remember that while big data is
very good at detecting correlations, it does not explain which correlations are meaningful.”9 For
example, researchers have generally established a correlation between pay and turnover (lower
pay rates are associated with higher turnover rates). However, it certainly is not the case that
every person with low pay will leave the company. Some may stay because they have supportive
managers or commute times are short. When making decisions, it is important to remember that
correlation does not equate with cause and effect.
INTERRELATIONSHIPS OF HUMAN RESOURCE MANAGEMENT FUNCTIONS All HRM functional
areas are highly interrelated. Management must recognize that decisions in one area will affect
other areas. For instance, a firm that emphasizes recruiting top-quality candidates but neglects to
provide satisfactory compensation is wasting time, effort, and money. If a firm’s compensation
system pays below-market wages, the firm will always be hiring and training new employees only
to see the best leave for a competitor’s higher wages. For instance, Walmart raised the starting pay
rate for store associates to $9 per hour. Walmart executives reasoned that raising pay is a good
business decision because it should promote better customer service, higher sales, and lower
expenses.10 The interrelationships among the HRM functional areas will become more obvious
as these topics are addressed throughout the book.

1.2 Describe who performs Who Performs Human Resource Management

HRM activities
Activities?
The person or units who perform the HRM tasks have changed dramatically in recent years, and
today there is no typical HR department. Many of these changes are being made so that HR profes-
sionals can accomplish a more strategic role. Still, most organizations continue to perform most
HR functions within the firm. However, as companies reexamine internal operations, questions
are raised, such as: Can some HR tasks be performed more efficiently by line managers or outside
vendors? Can some HR tasks be centralized or eliminated altogether? Can technology improve
the productivity of HR professionals? One apparent fact is that all functions within today’s orga-
nizations are being scrutinized for cost cutting, including HR. All units must operate under a lean
budget in this competitive global environment, and HR is no exception.
 CHAPTER 1 • Human Resource Management: An Overview    7

Evidence provided by The Hackett Group shows that the HR functions have been impacted
more than other functions with regard to reductions in staff and operating budgets.11 In fact, the
most efficient companies typically spend nearly 30 percent less per employee on HR and operate
with 25 percent fewer HR employees.12 Mobile HR has been a major factor in this trend as we
discuss later in the chapter. Also, many HR departments continue to get smaller because others
outside the HR department now perform certain functions. For instance, HR outsourcing, shared
service centers, professional employer organizations, and line managers now assist in the accom-
plishment of many traditional HR activities.

Human Resource Management Professional

human resource management Historically, the HR manager was responsible for each of the six HR functions. A human resource
professional management professional is an individual who normally acts in an advisory or staff capacity, working
Individual who normally acts in an with other managers to help them address human resource matters. Often, HR departments are created,
advisory or staff capacity, working with the central figure being the HR manager or executive. The HRM professional is primarily respon-
with other professionals to help sible for coordinating the management of HR to help the organization achieve its goals. We say more
them deal with human resource
about the work of HR professionals later in the chapter before looking at HRM as a strategic business
matters.
partner. In the meantime, Figure 1-2 displays a summary of a typical human resource p­ rofessional’s
job along with their usual duties. The typical tasks performed by these professionals.

Line Managers
All managers get things done through the efforts of others. Consequently, managers at every level
naturally concern themselves with HRM, for example, making decisions about which job candi-
dates are likely to meet the needs of company, conducting employee performance evaluations, and
determining pay raise amounts. Individuals directly involved in accomplishing the primary pur-
line managers pose of the organization are line managers. As the traditional work of HR managers evolves, line
Individuals directly involved managers have assumed some tasks typically done by HR professionals.13 Automation has assisted
in accomplishing the primary greatly in this process. Managers are being assisted by manager self-service, the use of software,
purpose of the organization. and the corporate network to automate paper-based human resource processes that require a
manager’s approval, recordkeeping or input, and processes that support the manager’s job. Every-
thing from recruitment, selection, and performance appraisal to employee development has been
automated to assist line managers in performing traditional HR tasks.

FIGURE 1-2
Plan, direct, or coordinate HR activities and staff of an organization.
Human Resource Sample of reported job titles: Human Resources Manager (HR Manager), Director of
Professional Job Human Resources, Human Resources Director (HR Director), Employee Benefits Manager,
Description Human Resources Vice President, Employee Relations Manager
Source: National Center Tasks
for O*NET Development.
11-3121.00. O*NET OnLine. $$ Serve as a link between management and employees by handling questions,
Retrieved January 2, 2017, from ­interpreting and administering contracts, and helping resolve work-related problems.
http://www.onetonline.org/link/ $$ Analyze and modify compensation and benefits policies to establish competitive
summary/11-3121.00 programs and ensure compliance with legal requirements.
$$ Advise managers on organizational policy matters such as equal employment
opportunity and sexual harassment, and recommend needed changes.
$$ Perform difficult staffing duties, including dealing with understaffing, refereeing
disputes, firing employees, and administering disciplinary procedures.
$$ Plan and conduct new employee orientation to foster a positive attitude toward
organizational objectives.
$$ Identify staff vacancies and recruit, interview, and select applicants.
$$ Plan, direct, supervise, and coordinate work activities of subordinates and staff
relating to employment, compensation, labor relations, and employee relations.
$$ Plan, organize, direct, control, or coordinate the personnel, training, or labor
­relations activities of an organization.
$$ Represent organization at personnel-related hearings and investigations.
$$ Administer compensation, benefits and performance management systems, and
safety and recreation programs.
8    PART 1 • SETTING THE STAGE

There is a shared responsibility between line managers and HR professionals. Frequently, the
line manager looks to HR for guidance in topics such as selection, training, promotion, and taking
disciplinary action. The relationship between HR professionals and line managers is illustrated
by the following account:
Bill Brown, the production supervisor for Ajax Manufacturing, has just learned that one of
his machine operators has resigned. He immediately calls Sandra Williams, the HR manager,
and says, “Sandra, I just had a Class A machine operator quit down here. Can you find some
qualified people for me to interview?” “Sure Bill,” Sandra replies. “I’ll send two or three
down to you within the week, and you can select the one that best fits your needs.”
In this instance, both Bill and Sandra are concerned with accomplishing organizational goals,
but from different perspectives. As an HR manager, Sandra identifies applicants who meet the criteria
specified by Bill. Yet, Bill will make the final decision about hiring because he is responsible for the
machine operators’ performance. His primary responsibility is production; hers is human resources.
As an HR manager, Sandra must constantly deal with the many problems related to HR that Bill and
the other managers face. Her job is to help them meet the human HR needs of the entire organization.

☛ F YI
$$ The HR outsourcing industry in 2020 is expected to generate $53.9 billion in revenue, up from
$42.6 billion in 2015.14
$$ The industry’s expected future annual global growth is nearly 13 percent.15

Human Resources Outsourcing

HR outsourcing (HRO) HR outsourcing (HRO) is the process of hiring external HR professionals to do the HR work
Process of hiring external HR that was previously done internally. In the early days of HRO, cost savings was the primary driver
professionals to do the HR in determining which activities to outsource. Today, outsourcing agreements are focusing more
work that was previously done on quality of service and saving time, which is often more important than saving money.16 In
internally. addition, HRO enables HR to serve as strategic business partners. Paul Belliveau, global advisor
at Avance Human Capital Management Advisors, said “Fundamentally, this is about the transfor-
mation of HR. Wherever there’s transformation, you have to take away things HR shouldn’t be
doing anymore so they can be more strategic.”17 As will be stressed throughout the text, strategic
HR has become a major driver for HR professionals.18
Discrete services outsourcing involves one element of a business process or a single set
of high-volume repetitive functions to be outsourced.19 Benefits have often been the HR task
most likely to be outsourced. Dan Thomas, president of Trivalent Benefits Consulting Inc., said,
­“Benefits administration has become so complex that it really takes someone who works with it
every single day to keep track of all of the different laws and changes that are going on.”20 For
example, a survey conducted by The Prudential Financial and CFO research revealed that the
complexity of employee benefits regulation has prompted companies to outsource or consider out-
sourcing parts of their benefits function: 46 percent (Affordable Care Act), 40 percent (Americans
with Disabilities Act), and 38 percent (Family and Medical Leave Act).21
Business process outsourcing (BPO) is the transfer of the majority of HR services to a third
party. Typically, larger companies are involved with BPO, both as a provider and a user. A major
HR outsourcer is Accenture that has more than $32 billion in revenue.22 For instance, Levi Strauss
& Company signed a multiyear BPO agreement in which Accenture took over recruitment and
hiring for all of Levi Strauss’ 55,000 retail outlets in more than 110 countries.23 Florida created
a Web-based HR information system and outsourced administration of most HR functions for
approximately 240,000 state employees and retirees. Outsourced services included recruiting,
payroll, and HR administration services and benefits administration.24
shared service center (SSC)
Human Resources Shared Service Centers
A center that takes routine,
transaction-based activities A shared service center (SSC), also known as a center of expertise, takes routine, transaction-
dispersed throughout the based activities dispersed throughout the organization and consolidates them in one place. For
organization and consolidates example, a company with 20 strategic business units might consolidate routine HR tasks and
them in one place. perform them in one location. Shared service centers provide an alternative to HRO and can often
Other documents randomly have
different content
„Hij heeft weer kleur op z’n wangen,” zei dokter, terwijl hij hem een fikschen
kneep in zijn koonen gaf.

Daar kwamen de jongens al aangerend, Karel voorop. Hij schoot direct op Dr.
Reens af en terwijl hij hem vertrouwelijk bij de mouw van zijn jas [85]pakte,
vroeg hij: „Hè, dokter, rijdt u met ons mee, ’t zou zoo moppig zijn.”

„Nu,” zei dokter met een ondeugend lachje. „Een eindje wil ik dan wel
meerijden.” En hij knipoogde eens naar Paul, die wel beter wist.

Nu werd de terugreis aanvaard. Paul zat nu niet op den bok, maar moest
naast dokter zitten, daar die hem dan in toom kon houden als hij soms al te
vroolijk zou worden.

De jongens letten in het geheel niet op, dat mijnheer nergens uitstapte, doch
als ze eindelijk voor hun huis aankomen, vraagt Karel blij: „Gaat mijnheer met
ons mee?”

„Heb je er vrede mee,” vraagt mijnheer.

„Nou en óf,” juichte Karel.

„En mag het nieuwe vriendje dan ook mee aan tafel,” vraagt mijnheer.

Karel kijkt z’n moeder eens aan en als hij deze ondeugend ziet lachen,
begrijpt hij ’t en roept: „O, wat een dag vol verrassingen!”

Alle jongens zijn blij dat die gezellige mijnheer nu bij hen blijft en als vader
thuis komt is ’t een gesnater door elkaar om toch te vertellen wie die vreemde
heer is.

En al heel gauw is ’t ook voor vader geen „vreemde” heer meer en zitten die
twee te boomen of ze elkaar al heel lang kenden. En dan gaan ze allen aan
tafel.

’t Is een reuzen-tafel en mevrouw en nichtje Marie hebben zoo recht feestelijk

en smaakvol gedekt

De heele tafel is versierd met guirlanden van [86]groen en bloemen en hier en

daar staan aardige, kleine lampjes die een gezelligen, warmen schijn werpen
op den feestelijk gedekten disch, en de vroolijke gezichten der aanzittenden.

Ze laten zich het maal smaken en ’t is goed, dat mevrouw rekening hield met
de hongerige jongensmagen.

Als slot van het menu kwam een reuzen-taart op tafel, waarin twaalf kaarsjes
staken, die allen branden. Net zooveel kaarsjes, als Karel jaren telt.

’t Was een alleraardigst gezicht en ’t gaf telkens een pret van belang als
mevrouw een stuk taart uitsneed, waarbij dan weer een kaarsje flauw viel.

Toen de maaltijd afgeloopen was, tikte Ambro met een gewichtig gebaar
tegen z’n waterglas (hij had dit bij een feestje vader eens zien doen) en vroeg
of hij een paar woorden mocht zeggen.

Dit verwekte een algemeen gelach.

En mijnheer Boekers zei vol pret: „steek van wal met je speech, maar maak ’t
niet te lang, want we moeten … hm, hm, we moeten nog ergens heen.”

Ambro trok z’n das eens recht, zette een onweerstaanbaar moppig gezicht en
zei, terwijl hij z’n keel schraapte: „Geachte dischgenooten! Ik geloof dat ik uit
naam van alle jongens spreek, als ik mijnheer en mevrouw Boekers hartelijk
dank voor den heerlijken dag dien we vandaag hadden. En … en … ja, wat
wou ik ook weer zeggen … o ja, dokter Reens bedanken we ook en Juffrouw
Marie en … lang leve allemaal!” [87]

Een oorverdoovend lawaai volgde op Ambro’s schoone speech en de „lang

zullen ze leven’s” waren niet van de lucht.

Toen eindelijk het lawaai ophield zei mijnheer, terwijl hij z’n horloge
raadpleegde:

„Zoo kinderen, nu ga je allemaal met nicht Marie mee naar boven om je wat
op te knappen en dan … nu, dat zullen jullie wel zien.”

Vol verwachting togen ze allen naar boven, en toen ze netjes gewasschen en

gekapt naar beneden kwamen stonden mevrouw en de beide heeren al
gekleed om uit te gaan en werd ze gezegd zich vlug aan te kleeden.
Toen het heele gezelschap op straat stond, werd een tram genomen, waar ze
allen genoegelijk hij elkaar zaten te overwegen wáár ze toch wel heen zouden
gaan.

En toen ze zagen welke route de tram nam, begon ’t eindelijk bij ze door te
dringen dat ze … naar het circus gingen.

En jawel! daar stapten ze al uit, nog een eindje loopen en daar stonden ze
voor het circus.

Het was weer een gejuich van wat ben je me. Vlug werden jassen en
hoofddeksels in bewaring gegeven en namen ze allen plaats in een groote,
voor de feestelijke gelegenheid besproken loge.

O, wat genoten ze van de voorstelling.

Daar had je dien eenigen August de Domme, die nu letterlijk overal te laat
kwam, over alles struikelde en iedereen in den weg liep. De kinderen
schaterden het uit om al z’n malle grimassen. [88]

En dan die prachtige paarden! Jôh! wat renden die er over heen, de kluiten
zand vlogen de toeschouwers om de ooren.

En een mijnheer met gedresseerde hondjes. Hoe kreeg ie ’t gedaan van de

beesten. Moesten ze direct thuis met hun hond probeeren.

IJselijk! die acrobaten! Ze lieten zich uit den nok van ’t circus vallen en
kwamen ongedeerd in het vang-net terecht. Je werd er koud van.

August kwam met een gedresseerd ezeltje, dat volstrekt niet naar hem
luisterde en niets anders deed dan achteruit trappen.

Iederen keer dat het beest zoo deed, maakte August een diepe buiging voor
het publiek, met een gezicht alsof hij zeggen wilde: „Wat zeggen jullie van m’n
dressuur.”

’t Einde van het lied was, dat de ezel weg liep en August, om hem tegen te
houden aan z’n staart ging hangen en door den koppigen ezel het circus
uitgesleurd werd.
Het publiek schaterde van pret en niet ’t minst het jolige troepje in de groote
loge.

Toen in de pauze een kellner kwam met voor ieder een portie ijs op zijn blad,
steeg de vreugde ten top.

Wat zaten ze te smullen! Zulke kleine hapjes namen ze, want ze moesten er
lang wil van hebben.

Dat het ijs in de warmte van de zaal ging smelten, daaraan dachten ze niet en
toen ze een roomachtigen plas zagen komen vonden ze ’t zoo ook fijn. [89]

Ook na de pauze vermaakten ze zich bizonder goed, vooral toen de

voorstelling besloten werd met een alleraardigst ballet.

Hoe schitterden hun oogen bij het zien van al die prachtige costumes en mooi
opgetuigde paarden.

Je wist niet waar je ’t eerst naar zou kijken.

Toen de voorstelling afgeloopen was, verdrongen ze zich allen om mijnheer

en mevrouw Boekers om ze hartelijk dank te zeggen voor dien heerlijken dag.

En toen ging ’t met den tram naar huis, waar Vader of groote broer ze
kwamen halen.

En onderweg stonden hun monden niet stil en werd uitvoerig verteld, hoe
heerlijk Karel Boekers’ verjaardag gevierd was.
[Inhoud]
 DE KUNSTVEILING.

In het hol van Kaan zitten de jongens voor hun doen rustig bij elkaar.

Ambro heeft ze wel een uur bezig gehouden met allerlei caricaturen te
teekenen van bekende menschen. En het was telkens weer een gejuich en
geschater als uit de krabbels mijnheer zus of mevrouw zóó herkend
werden.

Teekenen was Ambro’s lust en leven en de anders zoo ongedurige jongen

kon urenlang rustig blijven zitten als hij zijn schetsboek en potlood ter hand
had genomen.

Zijn teeken-leeraar had dan ook reeds eenige malen het Hoofd der school
er opmerkzaam op [90]gemaakt, dat de jongen een uitgesproken
teekentalent had.

Dat was door dezen aan Ambro’s ouders overgebracht, doch meneer
Terbrugge vond zijn zoon nog te jong om daar nu al over te denken en was
van meening dat hij eerst de Hoogere Burgerschool moest bezoeken en
men dan kon zien welken kant men met Ambro uit moest.

Ambro zelf dacht over dit alles weinig na; hij teekende, omdat hij er den
drang toe voelde, doch voorloopig was zijn hoogste ideaal clown te worden
en het dient gezegd, ook dáár had de jongen, met zijn geestige, luimige
invallen en z’n bewegelijk gezicht veel aanleg toe.

Maar.… clown is een beroep, dat je nu niet bij voorkeur voor je zoon
wenscht en Ambro’s ouders brachten, door verstandig met hem te praten,
hun jongen onder het oog hoeveel mooier dit beroep lijkt, dan ’t in
werkelijkheid is.

„Ik schei er uit,” riep Ambro plotseling en smeet potlood en schetsboek op

den grond.
Maar nu volgde de altijd weerkeerende strijd van de jongens om de
teekeningen. Chris gooide zich in z’n volle lengte op het boek en hield het
krampachtig onder zich.

De andere jongens buitelden over hem heen, rukkend en trekkend om toch

het boek te bemachtigen.

Ambro keek met welgevallen naar den strijd.

„Hou vast, Chris!” moedigde hij aan. „Wie me boek vernielt kan ’t betalen!”
[91]

Chris lag te hijgen onder het gewicht van die kluit jongens boven op hem
en eindelijk gaf hij den ongelijken strijd op.

Juist wilde Karel hem het boek afpakken, toen Ambro met een vluggen
sprong toeschoot en zich er meester van maakte.

„Ik ga ze veilen,” zei hij in een van die plotselinge opwellingen die ze altijd
weer een nieuw pretje bezorgde.

„Wie heeft ’t spieje bij zich?”

„Zeg, jôh, keetig!” zei Puckie verheugd. „Ambro is Cocadorus!”

„Eerst spieje zien!” gilde Ambro.

De roovers keken bedenkelijk. ’t Was het einde van de week en dan was er
meestal niet veel meer over van het toch al niet zoo ver-reikende
weekgeld.

„Ik heb nog een dup,” juichte Paul, terwijl hij uitgelaten rond sprong.

„Wat een lefschopper!” riep Piet nijdig. „Daar kan ie warempel het heele
boek wel voor koopen!”

„Ben je van Lotje getikt!” zei Ambro diep-beleedigd. „Ja! ik zal ze daar voor
zoo’n koopie laten! An me nooit niet!”
„Ik heb twee spie,” zei Chris.

„Ik vijf,” zei Puckie. „Maar ik mot nog twee spie apart houden voor een
zijrups van me zus.”

Karel Boekers keek bedrukt, keerde z’n zak om en om, maar vond niets
anders dan een stukje gum, twee knoopen, drie spijkers, een catapult en
een klein opschrijfboekje dat hij van z’n zus weggekaapt had. [92]

„’t Is niet veel,” lachte Ambro. „De schetsen van den beroemden teekenaar
Ambrosius Terbruggios zijn meer waard, mijne Heeren! Maar vooruit, we
zullen ze toch veilen.”

Ambro ging boven op een stoel staan en de jongens stonden in afwachting

van de dingen die komen zouden, om hem heen.

„Geacht publiek,” begon hij en trok bij die woorden een onweerstaanbaar
komiek gezicht.

„Hier brengen wij de teekeningen in veiling van den sinds honderd jaren
overleden grrrooten schilder Ambrrrosius Terrrbruggios.

„Wat zegt u daar, meneerrr? Hij is nog niet dood!! Als een pier, meneerrr!”

Ambro scheurde een teekening uit het schetsboek.

„Hierrr ziet U het welgelijkend evenbeeld van de Oud-tante van den

schilderrr, mejuffrrrouw Petrronella Terrrbrruggios. Tot zelfs de wrrrat op
Haar Eed’les neus is duidelijk zichtbaarrr. Wie bied errr wat voor de wrrrat
van Peterrronella?”

De jongens gierden het uit, Chris vouwde dubbel van de lach.

„Ik bied een spie,” gilde hij.

„Wie biedt er meer dan één spie,” galmde Ambro. „Een spie is te weinig,
het is een familieporrrtrret, mijne Heerrren!”

„Twee spie,” bood Paul.

„Niemand meerrr dan twee spie?

„’t Is te geef, mijne Heerrren, over nog eens honderrrd jaarrr is de wrrrat
het tiendubbele waard! Niemand meerrr!—Eenmaal … andermaal … [93]het
is voorrr den kunstkooperrr Paul!”

Het gaf een gejoel van belang, toen Paul het welgelijkend portret van de
tante met de wrat in handen kreeg.

Wederom scheurde Ambro een blaadje uit het schetsboek en hield de

teekening hoog in de lucht.

„Ziehierrr, mijne vrrrienden, wederrrom een fraaie teekening, ditmaal het

porrrtret van een der leerrrmeesterrrs van wijlen den Heerrr Ambrrrosius
Terrrbrrruggios.

„De kikker!” gilden de jongens door elkaar.

„Die moet ik hebben,” schreeuwde Chris.

„Zal je geleerd worden,” snauwde Puckie.

„Ik heb drie spie en ik geef ze d’r ook voor!”

„Bedaarrr, mijne vrrrienden,” sprak Ambro op denzelfden zalvenden toon.

„Kalmte alleen kan u rrredden! Dit porrtrret [94]heeft grrroote waarrrde. ’t Is

van een historisch geworden perrsoon! De Kikkerrrr was zijn bijnaam, want
hij sprrak niet, mijne vrrrienden, hij kwèkte! Jè, jè, jè!” hier imiteerde Ambro
op schitterende wijze den gehaten onderwijzer, die de jongens met den
bijnaam van „de kikker” hadden vereerd.

„Hou op,” gilde Karel. „’t Is ’m precies, ’t is of ik de vent hoor!”

„Wie bied er wèt voor jè, jè, jè? Een grrroot man, een geleerrrde, mijne
Heerreen!”

„Twee spie,” riep Chris, z’n heele hebben en houwen er aan wagend.

„Drie spie,” zei Puckie tergend kalm.

„Vier spie,” haastte Chris zich te zeggen.

„Je hebt er maar twee,” herinnerde de solide Paul hem.

„Twee moet ie me poffen, betaal ik ’m de volgende week,” zei Chris.

„Geld bij den visch, mijne Heerrren, Jantje Contantje,” lachte de afslager.

„Me opschrijfboekie en me gum zet ik in,” schreeuwde Karel.

„Vijf spie,” zei Paultje, met het air van een millionnair, die, in het zekere
bezit van zoo’n onmetelijk kapitaal, wel zoo’n ongehoord groot bedrag
mocht inzetten.

„Neen, dat is gemeen,” riep Chris verontwaardigd. „Hij heeft de wrat ook
al.”

„Hij heeft de spieje,” plaagde Ambro.

„Me zakboekie en me gum zijn ook niet voor de poes,” lokte Karel. [95]

„Neen,” peinsde de afslager. „Enne … me gum is net op.”

Karel hield ’t zakboekje in de hoogte.

„Voorrr deze meneerrr is het porrtrret van de Kikkerrr!” zei Ambro en reikte
Karel de teekening over.

De anderen hingen direct om hem heen om de teekening nog eens goed te

kunnen zien.

„Jôh! wat is ie fijn! Zeg, Boekie, morgen uit je schrift laten vallen, net voor
z’n voeten.”

„Nee hoor,” zei Ambro. „Geen flauwsies! hij heeft toch al zoo de pik op me.”

„Toe Ambro, nou de andere veilen,” drong Chris aan.

„Nee hoor, ik word zoo schor als een kip en ’t verveelt me ook.”

„Hè jakkes, jôh, wat flauw! Nou hebben Chris en Piet en ik niks,” zei Puckie
spijtig.

„Nou, weet je wat, geven jullie dan ieder twee cent, dan krijgen jullie er
een.”

„Effe kijke of ik heb,” zei Piet en hij grabbelde in zijn zak. „Een spie en een
kapotte vingerhoed. Hebbe?” vroeg hij.

„Nou, vooruit maar,” zei Ambro.

Piet kreeg „Ouwe juffrouw Hardwijk”, de juffrouw uit de kiosk bij den
Dierentuin, Chris kreeg „de bullebijter” een van de suppoosten en Puckie
werd de gelukkige eigenaar van het welgelijkend conterfeitsel van
„Alebes”.

„Hoeveel heb je nou,” vroeg Paul belangstellend.

„Effe kijke,” bromde Ambro. „Dat is twee spie [96]van Paul, twee van Chris
en twee van Puckie is zes, wat een snert-zooi! Kà-je haast niks voor
koopen.”

Ambro, blijft even in gedachte zitten. Dan springt hij plotseling op en terwijl
z’n oogen schitteren roept hij:

„Ga mee, knullen, we gaan naar „de hazelip”, in de Tuinderstraat

kaneelhompen halen. Ik fuif jullie.”

En joelende verlaat de heele bende het hol om zich naar de Tuinderstraat

te begeven en de opbrengst van de veiling om te zetten in kaneelhompen.
[Inhoud]
 DE MISLUKTE NACHT-WANDELING.

De jongens komen op een dag samen uit school.

„Ik heb zoo’n zin om iets uit te halen,” zegt Ambro.

„Ik ook,” zegt Chris. „Hè, ’t was zoo saai op school. Ik snapte geen
snars van die sommen.”

„Zeg, jôh, wat had de oude een bui, hè?” zei Piet, met weinig eerbied
over zijn leermeester sprekend.

„We hebben ’m ook maar niet getreiterd,” zei Paul berouwvol.

„Mot ie maar niet zoo’n saaie frik zijn,” zei Puckie zonder erbarmen.

„Neen, dan meneer Riedel, hè?” zei Ambro. „Wat een echte knul,
hè? Dat is nou ’n vent waar je van op an kunt.”

„Nou, maar hij is ook niet malsch,” vond Paul. [97]

„Nou ja, hij is streng, maar hij kan zoo fijn met ons meedoen en ik
weet zelf niet, ’t is een knul!” besloot Ambro zijn lofrede op een der
onderwijzers.

„Wat zullen we nu eens uithalen?” vroeg Chris, die bang was dat
door al dat praten de plannen voor den een of anderen
schelmenstreek er bij in zouden schieten.

„Ik hèb een plan …” zei Ambro en hij keek in ’t rond, of iemand ze
ook kon beluisteren.

„Wat is ’t,” riepen de jongens om ’t hardst.

„Nou, ik lag vannacht wakker, en het maantje scheen zoo fijn in m’n
kamertje enne … toen dacht ik … dat we es een nachtelijke tocht
moesten maken.”

„Verroest!” zei Chris van louter verbazing gebruik makend van een
zeer onwelvoegelijk woord.

De anderen waren te zeer overweldigd door het grootsche plan om

iets te kunnen zeggen.

Paul krijgt ’t eerst z’n bezinning terug.

„Dàt doe ik niet,” zegt hij vastbesloten.

„Bangerd! durf je niet,” sart Chris.

„Ik durf best,” zegt Paul, maar z’n stem klinkt weinig heldhaftig.

„Nou, waarom doe je ’t dan niet?”

„Omdat ik er niet uit kan komen zonder dat mijn ouders het hooren,
ik slaap vlak naast ze en ’t is zoo gehoorig bij ons.”

„Nou, dàn niet,” zegt Ambro kort.

„Ik voel er ook niet veel voor,” zegt Karel.

„Hè, bah! wat een snert-knullen! Met jullie is [98]nou ook niks te
beginnen,” zegt Ambro nijdig.

„Ik slaap niet m’n kleine broertje samen en die kan ik toch niet alleen
laten,” zegt Karel, half beschaamd, want hij is dol op het jongste
broertje en bang, dat de jongens hem er om zullen uitlachen.

„Hè, wat een meissie ben jij,” zegt Ambro, die zoo’n geringschatting
heeft voor het vrouwelijk geslacht, dat hij geen beter woord weet te
vinden om uiting te geven aan zijn verontwaardiging.

„Hoepelen jullie dan nou ook maar op,” laat hij er kwaad op volgen.
„Want dan hebben jullie met onze plannen niks te maken.”

„Mij best,” zegt Karel, innerlijk zeer beleedigd, maar zich groot
houdend.

„Ga je mee, Paul?”

Na een kort „B’sjour” tot de anderen, gaat het tweetal weg.

„Dag meissies! Plezierige wandeling,” roept Puckie plagerig.

„Schei uit,” zegt Ambro norsch. Hij heeft ’t land dat er twee van ’t
troepje zullen ontbreken, en heel diep in z’n binnenste voelt ie wel
dat zijn plagerij misplaatst was. Karel heeft zich nog nooit als een
meisje gedragen.

Maar z’n ontstemming wijkt al gauw bij ’t vooruitzicht van het

nachtelijk avontuur.

„Hoe zullen we ’t aanleggen?” vraagt Chris, die de mogelijkheid van

de onderneming nog niet zoo vast ziet staan.

„En waar gaan we heen?” vraagt Puckie. [99]

„Nou, ik had gedacht, als we nou es om twaalf uur op den Nieuwen

Binnenweg, een paar huizen van ons af, bij elkaar komen,” zei
Ambro. „En dan gaan we de Delfshavensche Schie langs en komen
langs Overschie weer terug. Zullen jullie es zien, wat een emmesse
tocht dàt is!”

„’t Is heldere maan,” zei Chris. „Wat zal dat echt zijn.”
„Laten we nu eens afspreken, hoe we er ’t beste uitkomen,” zei
Ambro. „Als je dat niet goed voor mekaar hebt, lukt het niet.”

„Hoe kom jij er uit, Ambro?” vroeg Piet.

„O, man, dat zal me niet glad zitten. Uit ’t raam kan ik niet klimmen,
want ik slaap op de tweede verdieping en ik heb heelemaal geen
houvast. Liep d’r nou een goot of zoo langs, maar niks, hoor! Ik moet
nou maar als alles in huis slaapt, op me kousen de trappen af, dan
neem ik me laarzen in me hand, enne dan doe ik stiekum de knippen
van de deur en dan moet ik het raampie open laten, anders kan ik er
niet meer in als we terugkomen.”

„Nou,” zegt Chris. „Dat zal wel lukken.”

„Ja,” zegt Ambro. „Jij hebt makkelijk praten, ik zie ’t jou doen, twee
trappen af zonder dat ze je hooren.”

Piet Kaan heeft ’t veel makkelijker, die slaapt in een kamertje vlak bij
den tuin, hij hoeft zich maar uit ’t raam te laten zakken en dan over
de heining te klauteren en hij is buiten.

Maar voor z’n lust tot avonturen is dit veel te [100]gemakkelijk en hij
besluit een touw om zijn middel te doen, het andere einde vast te
binden aan een poot van het bed en zich zoo naar beneden te laten
zakken.

Chris slaapt aan den voorkant en is met één sprong op straat en

Puckie slaapt op de eerste verdieping, doch kan met een beetje
moeite en voorzichtigheid langs het balcon naar beneden komen. ’t
Is een tocht die hij reeds zóó vaak bij dag ondernomen heeft, dat hij
er niet tegen opziet die in het nachtelijk duister te volbrengen.

„Ik heb een dievenlantaarn,” zegt Piet.

„Die heb je toch niet noodig, kalf! We hebben volle maan!”

„En tòch neem ik ’m mee,” houdt Piet vol. „En me lasso en me pijl en
boog ook.”

„Allemaal overlast,” bromt Ambro.

Intusschen zijn ze het punt genaderd waar hunne wegen zich

scheiden.

Ze spreken nog eens secuur af om twaalf uur precies op den

Nieuwen Binnenweg te komen. Mocht een van hen allen niet op den
afgesproken tijd present zijn, dan zouden de anderen tot kwart over
twaalven wachten en dan op stap gaan.

Chris en Puckie, die vlak bij elkaar wonen gaan samen weg, Ambro
en Piet blijven nog even het plan bespreken.

„Als ze ’t thuis maar niet in de smiezen krijgen,” zegt Piet, die zich
wat minder zeker begint te gevoelen.

„Dat zou je eigen stommieteit zijn,” antwoordt [101]Ambro. „Als alles

stil is, piep je ’m voorzichtig en maak geen kabaal, want dan ben je
verloren, man! Ik ben er ’s nachts al eens in m’n eentje op uit
geweest, maar dat is niks gedaan, je hebt heelemaal geen pret. Wat
een stilte, zeg, als zoo’n heele stad maft. Héél wat anders dan over-
dag.”

„Hoe laat komen we weer thuis?” vraagt Piet bezorgd.

„Om vier uur, want dan wordt het licht. Je durft toch wel, zeg! anders
blijf je ook maar thuis. Even goeie vrienden!”

„Durven? O, natuurlijk durf ik,” laat Piet er gauw op volgen, bang, dat
Ambro hem van lafheid mocht verdenken.
Eigenlijk vond hij het heele avontuur een beetje gewaagd, maar hij
liet het niet merken.

„Ik zal op tijd zijn,” beloofde hij Ambro en hij holde weg.

Thuis gekomen, blijkt Piet erg zenuwachtig te zijn en verscheidene

malen hoort hij niet eens dat hem iets gevraagd wordt.

„Wat doe je toch vreemd, jongen,” zegt zijn moeder bezorgd. „Er is
toch niets gebeurd? Was op school alles goed?”

„Doe ik vreemd?” zegt Piet kwasi-verwonderd, maar tegelijk komt er

een roode blos op z’n wangen.

Het huichelen gaat Piet slecht af; hij is gewend niets voor zijn ouders
te verbergen en vooral moeder alles te vertellen wat er in hem
omgaat.

Avontuurlijk was hij in hooge mate en dat wisten [102]zijn ouders ook
wel. Dol was-t-ie op Indianenverhalen en hij voelde zich vaak het
opperhoofd der Inka’s. Maar, dat alles alleen in zijn verbeelding of in
onschuldig jongensspel.

Maar nu dat plan van Ambro, jongen, ’t leek hem toch wel wat kras.

Eerst had hij het erg toegejuicht, want fijn was het, maar … zoo
stiekum er ’s avonds van door te gaan … het zou hem moeilijk vallen.

Moeder ging gelukkig niet door met vragen en vader had even van
zijn courant opgekeken, maar gelukkig niets gezegd.

Na het eten nam moeder hem even apart, dat deed ze wel meer, en
Piet herinnerde zich heel wat gesprekken met z’n moeder, waarin ze
hem voor veel leelijks en kwaads gewaarschuwd had.
„Is er nu heusch niets gebeurd, jongen?” vroeg ze. „Heb je ook
gevochten?”

„Wel nee, moeder,” stelde Piet haar gerust.

„Is er dan misschien toch iets op school voorgevallen?”

„Neen moeder, ook niet.”

Moeder dacht eens even na en keek haar jongen aandachtig aan.

„Neen Piet,” zei ze ernstig. „Je verbergt iets voor me. Maar ik zal je
er niet meer om vragen en liever wachten tot je ’t me uit jezelf vertelt.
Je weet, jongen, dat je moeder alles kunt vertellen.” Daarop verliet
ze hem.

Piet voerde een zwaren strijd met zichzelf. Zoo gaarne had hij zijn
moeder de waarheid gezegd, [103]maar het was niet zìjn geheim
alleen, hij zou daarmee zijn makkers hebben verraden.

En dàt stuitte Piet tegen de borst.

Hij besloot dus, zijn belofte aan Ambro te houden.

De avond verliep als alle avonden. Piet maakte zijn huiswerk, bleef
nog een uurtje in de huiskamer zitten lezen en ging op den gewonen
tijd naar bed.

Bij het goeden nacht zeggen viel ’t zijn moeder weer op, dat de
jongen anders was dan gewoonlijk, en het verontrustte haar zeer.

Ze nam zich voor nauwkeurig op haar jongen te letten.

Totnogtoe was dit bij Piet niet zoo noodig geweest. Alle
schelmenstreken werden altijd naar waarheid opgebiecht en de
Welcome to our website – the ideal destination for book lovers and
knowledge seekers. With a mission to inspire endlessly, we offer a
vast collection of books, ranging from classic literary works to
specialized publications, self-development books, and children's
literature. Each book is a new journey of discovery, expanding
knowledge and enriching the soul of the reade

Our website is not just a platform for buying books, but a bridge
connecting readers to the timeless values of culture and wisdom. With
an elegant, user-friendly interface and an intelligent search system,
we are committed to providing a quick and convenient shopping
experience. Additionally, our special promotions and home delivery
services ensure that you save time and fully enjoy the joy of reading.

Let us accompany you on the journey of exploring knowledge and

personal growth!

textbookfull.com